Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.
The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.
This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.
In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).
The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.
To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).
SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.
SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.
SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.
6
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:
Themes
The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.
Overview
The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.
Objectives
The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.
SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.
Introduction To The Program
Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.
Introduction To Vocabulary
Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.
Discussion Ideas
Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.
Focus
Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.
Jump Right In
Jump Right In provides abbreviatedinstructions for quick management ofthe program.
AFTER VIEWING THE PROGRAM
SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.
SUGGESTEDACTIVITIES
The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:
Meeting IndividualNeeds
These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.
CurriculumConnections
Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.
Critical Thinking
Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.
Cultural Diversity
Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.
Hands On
These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.
Writing
Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.
In The Newsroom
Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.
Extended Activities
These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.
Link to the World
These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.
Culminating Activity
To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.
Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.
CHECKINGCOMPREHENSION
Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.
CONSUMABLEACTIVITIES
The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.
CHECKINGVOCABULARY
The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.
TEST
The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.
After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.
ADDITIONAL READINGSUGGESTIONS
AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.
ANSWER KEY
Reproduces tests and work pages withanswers marked.
Waves: Energy in Motion exploresthe characteristics of different waves,including transverse, longitudinaland standing waves. Behavioralaspects of waves are also discussed,such as reflection, refraction, diffrac-tion and interference. Sound intensityand the mechanisms of human hear-ing are also explored.
OVERVIEW
Waves carry energy, but not matter,from one place to another. The lowpoint of a wave is called the trough,while the high point is known as thecrest. The difference in heightbetween the crest and the trough of awave is called amplitude. The dis-tance between the crests is referred toas wavelength. In a transverse wave,the particles of the medium moveperpendicular to the direction of theenergy flow. In a longitudinal wave,particles of the medium move backand forth. Sound waves are mea-sured by the frequency of the vibra-tion that produces them. Thisfrequency is measured in hertz.
To learn more about the charac-teristics of different waves,including transverse and longitu-dinal waves.
To discuss wave behavior pat-terns such as reflection, refrac-tion, diffraction and interference.
To examine the how sounds areproduced by musical instruments.
To explore the human ear and itsability to perceive sound.
To discuss how sound intensity,amplitude and frequency aremeasured.
INTRODUCTION TOTHE PROGRAMSound is produced when a movingobject vibrates. The vibrations movethrough the air and are picked up byanimals and humans, whose brainsinterpret the vibrations as variousnoises.
Light is a form of energy that pro-duces heat and allows us to see. Lightkeeps us warm. It is also helps plantsmake food through the process ofphotosynthesis. This is the basis of alllife on Earth. Without light, nothing inthe world could survive.
INTRODUCTION TOVOCABULARYAsk students to look up the word“wave” in the dictionary. What aresome of its meanings? What is theorigin of the word “wave”? (Theword “wave” has many meanings,both as a noun and a verb. As averb, it means to shake an air current;motion with the hands; or move anobject to and fro. As a noun, it refersto a moving ridge or swell; a shapewith a curve; a surge of feeling; a lineof attack during war; or a period ofhot or cold weather. The word origi-nates from the Middle English wordwaveren which comes from the OldEnglish word waefre, meaning rest-less.
DISCUSSION IDEAS
Ask students to think about thedifferent types of waves that aresurrounding them at any givenmoment. What are some ways toprove that these waves exist, eventhough we cannot see them?(Shadows prove that light waves canbe blocked. Echoes prove that soundwaves can bounce off of objects.Plucking the string of a musicalinstrument proves that vibrationscreate waves that can be heard.)
FOCUS
Ask the class to think about how lightand sound affect their world. Whatwould life be like without thesethings? How must people with visionand hearing impairments adapt?How often do we consider the bene-fits of sight and sound?
Read Waves: Energy in MotionThemes, Overview, andObjectives to become familiarwith program content and expec-tations.
Use Preparation for Viewingsuggestions to introduce the topic to students.
Viewing WAVES: ENERGY INMOTION
Set up viewing monitor so that allstudents have a clear view.
Depending on your classroomsize and learning range, you maychoose to have students viewWaves: Energy in Motiontogether or in small groups.
Some students may benefit fromviewing the video more than onetime.
After Viewing WAVES: ENERGY IN MOTION
Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.
Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.
Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.
You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.
Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.
Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.
HOW TO USE THE WAVES: ENERGY IN MOTION AIMS TEACHING MODULE
During the 1800s, scientists began to understand how to record and transmit sound waves.Some of the most important contributors to our understanding of sound are listed below. Askstudents to choose one of the people and investigate the work that person did with soundwaves. Have each student prepare a one-page report on the person using library texts andencyclopedias.
Alexander Graham BellEmile BerlinerThomas A. EdisonHermann HelmholtzErnst MachHeinrich Hertz
Meeting Individual Needs
Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are confused about the meanings. Make sure that their sentences display an under-standing of the words as they relate to the program.
• amplitude - the strength of a sound wave • pitch - the highness or lowness of a sound wave, based on frequency or wavelength• wavelength - the distance between the crests of two waves • frequency - the rate of vibration of a sound wave
Connection to Nature Studies
Many animals, such as owls and cats, hunt at night instead of during the day. Some peoplebelieve that these animals can see in the dark. Is this possible? (No. A small bit of light mustbe present for all creatures to see. Without light, the eye cannot process images.)
Some animals, such as dogs and rabbits, cannot see colors like we do. They see things only inblack or white. However, animals that are brightly colored, like butterflies and birds, almostalways see in color. What could be the reason? (Some animals are brightly colored so theycan recognize each other and attract mates. Being able to see colors is important for their sur-vival.)
Ask students if they have ever placed a seashell against their ears to hear the “ocean.” Whatcould be the explanation for this phenomenon? Why do we hear sounds better when we cupa hand behind our ears? (The inside of a seashell is like a cone. The wide opening collectssounds and directs them inside the shell. As the shell narrows, the sound waves bounce aroundand become louder. This makes ordinary room noises, which we usually don’t notice, seemlouder. When we cup a hand around our ear, our hand collects more sound waves and directsthem into our ear. More sound waves hitting our eardrum makes a sound seem louder.)
Hands On
In times past, warriors placed their ears near the ground to hear approaching enemy horses.To find out how this works, assist students in doing the following experiment. They will need apencil, an aquarium or other large glass container filled with water, and a wooden or metaltable.
Allow students to take turns performing the following steps. 1) Strike the pencil against themetal table. Listen carefully to the sound. 2) Submerge the pencil in the container of water andstrike it against the side of the container. With an ear against the container, listen for changesin the sound. 3) Pressing an ear to the table, strike the pencil against the table top.
Which of the sounds was loudest? Which was softest? What could be the reason for thechanges? (The sound is louder when heard through the table [a solid] and softest when heardthrough the air [a gas]. The sound of the pencil in water [a liquid] is somewhere in between.The denser a material is, the quicker sound waves travel through it. This is because dense mat-ter is more elastic and can carry sound waves more efficiently.)
Connection to History
Since ancient times, humans have used the sun to tell time. As a class exercise, help studentsconstruct a sundial. Take the class to a quiet location outside. Place a stick or ruler in theground. It might help to tape a small note to the ruler asking others not to disturb it. Assigneach hour of the school day to a pair of students. Have them mark the end of the ruler’s shadowat the beginning of each hour. After each hour of the school day has been recorded, ask stu-dents the following questions.
At what hour of the day was the longest shadow seen? At what hour of the day was the short-est shadow seen? The ancient Egyptians had sundials so precise, each minute of the day wasrecorded. How could the class sundial be modified for better accuracy? (The longest shadowsof the day will be seen early in the morning and late in the day. The shortest shadow will beseen at midday. When the sun is directly overhead, there will be no shadow. The sundial canbe improved for accuracy by making the dial very thin and tall. The circle used to record min-utes and hours would correspondingly be much larger.)
Using the spectrum of seven basic colors, scientists have devised the color wheel. Each coloron the color wheel has an opposite color.
Draw a red square on a white sheet of paper. Look at the square while counting to 60, thenlook away from the square at a blank piece of paper. What do you see? (Students should seea green-blue square.)
Red and green are opposites on the color wheel. When you stare at a red square, cells in youreyes that respond to red get tired. When you look away from the red square, these cells takea short break. During this break, you see green. Green is the opposite of red on the colorwheel.
Link to the World
Even though we cannot hear ultrasound waves, they have many uses in the modern world. Justas a laser is a focused beam of light, an ultrasound or ultrasonic wave is a very focused formof sound. Ask students if they know some uses for ultrasound waves. (Ultrasound waves areused by submarines and ships to detect obstacles. The ultrasound waves bounce off of objectsand tell navigators how close the objects are. Ultrasound waves are also used to detect cracksand flaws in airplanes, train tracks and manufactured products. Dentists and doctors use ultra-sonic instruments, such as drills and scalpels, to perform medical procedures. Ultrasoundwaves also allow us to see inside the body. In addition, ultrasound waves are used to killinsects, disinfect surgical instruments and make foods safer to eat.)
Culminating Activity
Ask students to write down an example of each of the following types of waves. Encouragethem to use examples from their daily lives.
Read the following sentences and circle the letter of the word that best fills each blank.
Waves carry ___1___ , but not matter, from one place to another. The low point of a wave is calledthe ___2___ , while the high point is known as the ___3___ . The difference in height between thecrest and the trough of a wave is called ___4___ . The distance between the crests is referred to as___5___ . In a ___6___ wave, the particles of the medium move perpendicular to the direction ofthe energy flow. In a ___7___ wave, particles of the medium move back and forth. When a waveis passed from one substance to another at an angle, it changes direction. This is known as the lawof ___8___ . Waves also bend as they pass the edges of objects in their path. This phenomenon isknown as ___9___ . Sound waves are measured by the frequency of the vibration that producesthem. This frequency is measured in ___10___ .
1. A. heatB. energy C. stations D. elements
2. A. crestB. hertzC. compressionD. trough
3. A. wavelengthB. crest C. ampD. prism
4. A. amplitude B. the seismic gapC. frequencyD. diffraction
5. A. spectrum B. reflectionC. amplitudeD. wavelength
6. A. transverse B. longitudinalC. parallelD. trough
7. A. transmissionB. longitudinal C. deflectionD. formulation
8. A. reflectionB. diffusionC. refraction D. vibration
9. A. diffraction B. interference C. electromagnetismD. compression
10. A. ampsB. crestsC. wavelengths D. hertz
Name
WAVE MATCH-UP
Match each term on the left with the best group of words on the right.
You and your students might also enjoy these other AIMS Multimedia programs:
Physics Essentials SeriesElectricity: The Invisible River of EnergyHeat and the Changing States of MatterMotion: Newton’s Three LawsLight, Lenses, and LasersForce and Work: Energy in Action
Read the following sentences and circle the letter of the word that best fills each blank.
Waves carry ___1___ , but not matter, from one place to another. The low point of a wave is calledthe ___2___ , while the high point is known as the ___3___ . The difference in height between thecrest and the trough of a wave is called ___4___ . The distance between the crests is referred to as___5___ . In a ___6___ wave, the particles of the medium move perpendicular to the direction ofthe energy flow. In a ___7___ wave, particles of the medium move back and forth. When a waveis passed from one substance to another at an angle, it changes direction. This is known as the lawof ___8___ . Waves also bend as they pass the edges of objects in their path. This phenomenon isknown as ___9___ . Sound waves are measured by the frequency of the vibration that producesthem. This frequency is measured in ___10___ .
1. A. heatB. energy C. stations D. elements
2. A. crestB. hertzC. compressionD. trough
3. A. wavelengthB. crest C. ampD. prism
4. A. amplitude B. the seismic gapC. frequencyD. diffraction
5. A. spectrum B. reflectionC. amplitudeD. wavelength
6. A. transverse B. longitudinalC. parallelD. trough
7. A. transmissionB. longitudinal C. deflectionD. formulation
8. A. reflectionB. diffusionC. refraction D. vibration
9. A. diffraction B. interference C. electromagnetismD. compression
