Beruflich Dokumente
Kultur Dokumente
Lesson Plan Summary: This whole group science lesson addresses the NC Essential standard
2.P.1.1 on sound. The lesson consists of an engage phase that has the students do the first two
sections of a KWL chart (what they know and what they want to know about sound). Then I read
aloud to the class a few pages from a Razkids science article to gain some background
knowledge on sound. The explore phase consists of two activities. First, students watching a
video about a tuning fork in water to observe how sound is created by vibration and how it
travels through liquids. The second activity has students experimenting with how sound differs
when knocking on a desk. They will be asked questions that they record the answers to on their
student sheet (below their KWL chart). The explain phase has students thinking about some
questions, talking with a partner, and then sharing as a group about both activities as I write their
observations and thoughts on the board. To finish up, the students will complete their KWL
Chart by doing the "L" section and writing one thing that they learned about what sound is or
how it travels through objects.
_____________________________________________________________________________
Central Focus/Big Idea: To what big idea/unifying science concept does your idea align?
Think about how you would teach this standard in multiple lessons- how would it build?
NC Essential Standard(s):
2. P.1.1 Illustrate how sound is produced by vibrating objects and columns of air.
Instructional Objective:
Performance: Student will be able to write at least 1 thing that they learned about what sound is
or how it moves through objects.
Conditions: Students must work independently on their KWL chart written responses.
Criteria: Student are expected to write in complete sentences and provide a fact they learned
that is factual. Students are expected to earn 80% accuracy to achieve mastery.
Accommodations for special needs (individual and/or small group): What will you do for
students with special needs (ELL, ability, etc.)?
Struggling students: These students may write their responses for each activity
observation in bullet points instead of full sentences, as long as the bulleted notes still
make sense without explanation from the student. They may also work their partner to
create their answer.Students can dictate their answer to the teacher or another student.
Students that need an extension: These students will be asked during their activity work
to create their own question to ask and answer about the sounds they are observing in
each activities.
Source of lesson:
Even More Picture-Perfect Science Lessons : Using Children's Books to Guide Inquiry,
K-5 by Emily Morgan and KarenAnsberry
RazKids- Science A-Z
PBS:https://wtvi.pbslearningmedia.org/resource/phy03.sci.phys.mfe.ztunefork/sound-and
-solids-visualizing-vibrations/#.WMkpqRLytEI
Safety considerations:
a. Students need to be careful when knocking on the desk (do not hit anyone and do
not bang unnecessarily hard)
Engage:20 minutes
1. Introduce the objective of the lesson: We are going to be learning about what sound is
and how it travels through objects. (1 minute)
2. KWL Chart: Instruct students to use the side of their student sheet that says KWL Chart
(5 minutes)
a. K Section: Write one thing that you know about sound so far.
b. W Section: Write one thing that you want to know about sound.
3. Razkids: Science A-Z Sound (low)-(Keep this to 10-13 minutes)
a. Use the projectable version of the book or the online pdf in the powerpoint.
b. Read aloud pages 4-7
c. Ask questions during the lesson to gauge understanding
i. What do you think sound is? (before reading)
ii. What makes the particles vibrate? (end of page 5)
iii. How does sound get from one place to another? (before you read page
7)
4. Tiny experiment: Touch your throat (over your vocal cords) and feel how it feels when
you hum. Then compare that to how your throat feels when you arent humming. (1
minute). Have a small discussion about what they noticed. Tell them that the vibration
they feel in their throats when they hum is creating sound.
5. Transition: Introduce the listening activities that you are going to be doing in the explore
phase.
Explore: 20 minutes
1. Explain objective: We are going to observing in our activities how vibrations create
sound and how that sound moves through objects.
2. Both activities will be done as a whole class. However, in activity 2 (knock, knock), they
will do they activity with a partner.
3. Activity 1 will be the visualizing vibrations activity (link to video) Set timer for 10
minutes
a. Introduce the video to the students and ask them to think about the following
questions as they watch:
i. Question 1: Does sound travel through liquid (water) as well as air?
ii. Question 2: Why do you see ripples when you place a vibrating tuning
fork in water? Explain.
iii. Only talk about the first question together. Have them record their
observation and thoughts about question 2 on their student sheet.
4. Activity 2 will be the Knock, Knock Activity (link to powerpoint directions) Set timer for
10 minutes
a. Read the directions to the students before putting them in pairs. Ask a student to
demonstrate the activity with you in front of the class. Then split the class into
partner pairs for the activity. Tell them to think about these two questions.
i. Question 1: Does sound travel through a solid desk?
ii. Question 2: Which sound is louder (listening from the other end of the
desk or listening with your ear to the desk)? Why?
Only talk about the first question together. Have them record their
observation and thoughts about question 2 on their student sheet.
5. Students will do the activities and will record their observations on their student sheet in
a full sentence. (link to document)
6. Transition into the explanation phase
Explanation: 15 minutes
1. On their KWL Chart, ask students to write at least 1 thing that they learned about sound
during the lesson. They can reference the observations we wrote on the board:
a. This can be something completely new
b. It can be something that they wanted to know about and actually learned
c. Or it could be something that they thought they knew, but learned that the
opposite was actually true
Evaluate:
Formative Assessment: Questions will be asked of students during the lesson to check for
understanding of the task and of the concept.
Summative Assessment: The summative assessment will come from the fact that the
student wrote in the L section of their KWL Chart. Students will be asked to write at
least 1 thing that they learned about what sound is or how it moves through objects.
Rubric: out of 10 points
3 points for a complete sentence
7 points for that statement being factual
The essential question for this lesson was what is sound and how does it move? and the
NC Essential Standard that it addressed was 2.P.1.1 (Illustrate how sound is produced by
vibrating objects and columns of air). Planning the lesson was the most difficult part of the entire
lesson. I was unfamiliar with the particular standard and didnt know what exactly it meant or
what students were expected to know by the end of the lesson. This meant that I had to spend a
good bit of time on research before I could even begin planning. I needed to know as much as I
could about the science of sound on a very deep level so that I could answer conceptual
questions that students might ask, and could say it in a way that they would understand. I
referenced the NCDPI website to find the expectations for what students needed to know, as well
as the vocabulary they needed to know. Then I spent time watching videos and reading articles
about what exactly sound is, how it is made, and how it travels through objects. Once I had
gathered all of this information, I was able to piece it all together and planned a lesson that
Teaching the lesson was an extremely positive experience that showed me how much I
really enjoy teaching science to younger students. I used to think that concepts like sound would
be to over young students heads, but they actually understood the lesson and asked questions of
me that dug even further. I used an idea given to me by my clinical teacher and put most of the
links that I would need and the questions I would ask on powerpoint slides, so that my resources
were organized and students could always see the question/directions being given. While
teaching, I also kept the teachers small magnet timer set to reflect how much time I had for each
section of my lesson. This strategy was taught to me by my clinical teacher as a way of keeping
oneself and students on task and aware of the time. Toward the end of the lesson, I had more of a
sense of how much time was passing and could pace myself appropriately.
Students were highly engaged throughout the whole and were asking higher order level
questions. If I were to do something differently, I would do one large activity instead of two
smaller ones. One larger experiment that addresses multiple concepts would keep students
focused and allows less time for students to misbehave in between transitions.