Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Stephanie Haggis

Date

4/15/2016

Subject/ Topic/ Theme

Sound and Movement

Grade ______4__________

I. Objectives
How does this lesson connect to the unit plan?
Students will learn about sound as a form of energy
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

An

Discover that vibrations make sound

Demonstrate that sound is a form of energy by moving objects using sound
Know why their recorders make a sound when blown into

Ap
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
PS3 A: Definitions of energy
The faster a given object is moving the more energy it possesses (4-PS3-1)
Energy can be moved from place to place by moving objects or through sound, light, or electric currents (4-PS3-2), (4
PS3-3)
PS3 B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be
transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically
also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
PS3 D: Energy in Chemical Processes and Everyday Life
The expression produce energy typically refers to the conversion of stored energy into a desired form for practical
use. (4-PS3-4)
Ps3 C: Relationship Between Energy and Forces
When objects collide, contact forces transfer energy so as to change the objects motions. PS3-3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of energy from previous lessons

Knowledge of sound from life experiences
Pre-assessment (for learning):

Students will talk about where they think sound comes from
Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students will participate in whole class discovery and discussion when experimenting
with sound and salt.
Formative (as learning): Students will discover and compare results on how to make a sound
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

In the case of a student who is deaf

or hard of hearing, have the student
touch everything so that they can
feel the vibrations

Students will be working with

materials

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will write down their

thoughts and discoveries on
their papers.
emotionally, etc., for your
students to do this lesson?

Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression

Vocal and written

communication can be used
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The students are continuously

looking and discovering so they
are regulating themselves for
what and what does not work to
make a sound

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Rubber bands
Boxes that students can put the rubber bands around (food containers work ok too)
Plastic rulers (wood rulers dont vibrate as well)
Speaker or phone to play a song
Salt
Saran Wrap
Students will be working individually or in groups.
Place materials in baskets or bins in the front of the room
Have a center table for the salt demonstration

III. The Plan

Time
5 min

5-10
min

5 min

(5
min)
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Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Tell the students that they are going to
learn about sound and how it is produced.
2. Ask about what the students know about
Students will share their prior knowledge about
sound
sound
3. Then, tell the students that they need to
find out different ways to make sound
using the materials in the box.
4. Show them the guided worksheet. Remind
the students to write their findings on the
worksheet.
1.
2.

Pass out the worksheets first so the

students have time to look at them.
Pass out the materials
3.

4. Bring the class back together for discussion

a) Ask the students what they think creates
sound (lead the students in the direction
that vibrations make a sound)
b) [Time sensitive] ask students to
demonstrate a few ways they made sound

Students will play around with the

materials trying to find ways to make
sound with them. They will then write
their findings on their worksheet.

5 min
5.

6.
7.

5 min

Closure
(conclusion,
culmination,
wrap-up)

1.

2.

for the class and have them explain why

that works
Ask the students to gather around a table
in the center. Place the speaker or phone
under or in the premade saran wrap
covered container. Pour a tsp worth of salt
on top and turn on the speaker or phone.
(The salt should dance on the saran wrap)
Ask the students why they think the salt
moved.
Explain that energy can be transferred
through sound waves.

8.

Student should then return to their seats

Ask the students to put two fingers under

their jawline on the side of their neck and
say ahhh. Ask the students why they can
make this noise and what do they feel.
Explain that sound is made by vibrations
and that energy can be transferred through
sound waves

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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