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Teacher Candidate: Stephanie Nicole Todd at 12:45 School: Mathews Elementary Grade

Date and Time of Lesson: 4/3/14 Subject/Grade Level: Science/ 3rd

Description of Lesson: The students will ecome !amiliar with the de!initions o! pitch and "olume# They will identi!y e$amples o! o %ects with di!!erent pitches and "olumes# Lesson Title or Essential Question that guides the lesson: &hat are 'itch and (olume) Curriculum Standards ddressed: !ational Standard"s#: N/*

SC Curriculum Standard"s#: Standard 3+5: The student will demonstrate an understandin, o! how motion and sound are a!!ected y a push or pull on an o %ect and the "i ration o! an o %ect# -'hysical Science.

SC cademic $ndicator"s#: 3+5#/ 0ompare the pitch and "olume o! di!!erent sounds# Lesson %bjective"s#: ntecedent: &hen ,i"en the de!inition o! pitch and "olume1 &eha"ior: Students will identi!y o %ects with Content: "arious pitches and "olumes De,ree: with 234 accuracy# ssessment"s# of the %bjectives: 5e!ore the lesson1 6 will as7 the students 8uestions a out what has een learned earlier in the wee7 a out sound# This will act as a re"iew acti"ity to ,et the students in"ol"ed and en,a,ed in the lesson# The 8uestions will include 9&hat is sound):1 9;ow does sound tra"el):1 9Sound tra"els !astest in what medium):1 9Sound tra"els slowest in what medium): <urin, the lesson1 6 will ha"e students answer "arious 8uestions and participate in ma7in, di!!erent pitches and "olumes with their "oices# They will also share e$amples o! thin,s with di!!erent pitches and "olumes# *!ter the lesson1 the students will write three e$amples o! thin,s in their note oo7s with di!!erent pitches and "olumes# The will draw a small s7etch o! at least one o! their e$amples#

Revised 1.20.14

'aterials/(esources:

'ower'oint1 science note oo7s1 pencils

)rere*uisites ")rior +no,ledge#: The students should ha"e a asic understandin, o! sound# They ha"e had an introductory lesson on sound and they 7now how sound tra"els throu,h di!!erent mediums# This lesson will !amiliari=e the students with the de!initions o! pitch and "olume1 and it will show them how di!!erent o %ects produce sounds with di!!erent pitches and "olumes# )rocedures: 1# 5e!ore we e,in1 6 will ha"e the students ,et their science note oo7s out and put them on their des7s# 2# 6 will call the students to the carpet y their num ers -1+51 /+131 11+151 1/+23.# 3# 9This wee71 we ha"e een learnin, a out sound# >ou ha"e learned the de!inition o! sound# &ho can tell me the de!inition o! sound): 4# 6 will call on a student to ,i"e the de!inition o! sound# 5# 9?ust li7e we ha"e learned1 sound is a !orm o! ener,y that is heard when matter "i rates# &ho can tell me what a "i ration is): /# 6 will call on a student to ,i"e the de!inition o! a "i ration# @# 9(i rations are the sha7in, motions that cause sounds# >ou ha"e also learned how sound tra"els# Sound tra"els as AAAAthrou,h mediums#: 2# 6 will allow the students to answer as a whole ,roup# B# 9Sound can tra"el throu,h solids1 li8uids1 and ,ases at di!!erent speeds# Sound tra"els !astest throu,h which o! the three): 13# 6 will allow the students to answer with solids as a whole ,roup# 11# 9*nd why does sound tra"el the !astest in li8uids): 12# 6 will allow a student to answer# -This is ecause the particles are closer to,ether#. 13# 9Sound tra"els slowest in which o! the three): 14# 6 will allow the students to answer with ,ases as a whole ,roup# 15# 9*nd why does sound tra"el the slowest in ,ases): 1/# 6 will allow a student to answer# -This is ecause the particles are !arther apart#. 1@# 9Today 6 am ,oin, to introduce you to two other words that ha"e to do with sound# These words are pitch and volume#: 12# 6 will then pull up the 'ower'oint# 6 will ,o throu,h the 'ower'oint and e$plain the slides well# 6 will allow time !or any 8uestions as we mo"e throu,h the 'ower'oint# &hen we ,et to the slide where the students are to name e$amples o! thin,s with hi,h and low pitches1 they will raise their hands and share their ideas with the class# 1B# *!ter we ha"e ,one throu,h the 'ower'oint1 6 will ha"e the students ,o ac7 to their seats# 23# 9Now that you ha"e an understandin, o! pitch and "olume1 6 am ,oin, to show you a li"e e$ample o! di!!erent pitches and "olumes# &hen we tal71 our "ocal cords "i rate1 causin, di!!erent sounds# The sounds that come !rom our mouths can ha"e "arious pitches# &atch me#: 21# &ith my hands on my throat1 6 will demonstrate to the students how 6 can !eel di!!erent "i rations when 6 am chan,in, the pitch and "olume o! my "oice# 22# 96 want you all to try it#: 23# 6 will ,i"e the students a !ew minutes to play around with this# 24# *!ter a !ew minutes are o"er1 6 will rei,n the students ac7 in !or a wrap+up# 25# 96n your science note oo7s1 6 want you all to write 3 e$amples o! thin,s that ha"e di!!erent pitches# Cor e$ample1 you can say a mouse1 drum1 and my "oice are all thin,s
Revised 1.20.14

with di!!erent pitches# *!ter you ha"e your e$amples1 draw a small picture o! at least one o! your e$amples#: 2/# 6 will wal7 around and monitor the students as they are wor7in, in their science note oo7s# 6 will 7eep them on tas7 and as7/ answer 8uestions to ma7e sure they ha"e a !ull understandin, o! the concept# Differentiation/ ccommodations/'odifications/$ncreases in (igor: The students who ha"e a di!!icult time seein, can mo"e closer to the !ront o! the classroom# 6 will read the slides o! the 'ower'oint loud enou,h !or all students to hear me# 6 will ,i"e the student who needs e$tra attention while readin, help when it is needed# 6 will allow the students to answer as a whole ,roup to ,et all students en,a,ed# (eferences: http://ed#sc#,o"/a,ency/se/6nstructional+'ractices+and+ E"aluations/documents/sciencestandardsno"122335A331#pd!

Revised 1.20.14