Name Anita Marcelino

Class ELED 3221

Date

Indirect Instruction Lesson Plan Template

Sound and Pitch

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Central Focus/Big Idea: This lesson is the beginning standard to sound. Students will need to
know that pitch is created by the vibration that it goes through. This next standard builds on this
in which the next standard deals more with vibration in the ear drum and vocal cords.

Subject of this lesson: Sound

Grade Level: 2nd grade

NC Essential Standard(s):
2.P.1 Understand the relationship between sound and vibrating objects.

Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson. Your language function needs to align with the NC Essential
Standard you identified earlier. Explain why you chose this one.
o I chose predict because students who have either little or lots of knowledge have
to make a prediction on the cup experiment, which explores the different pitch
noise is make based on the amount of water in the cup.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson? Pitch, vibration, sound, high pitch, low pitch, waves of pitch
Instructional Objective: Students are going to be expected to learn about pitch and the
difference between high and low versus loud and quiet. This will be assessed by the activities
that students do. For example, the KWL cart, the cup experiment worksheet, and the activity
with the pipe cleaners will be evaluated. Students are expected to receive a 3 out of 5 to
demonstrate mastery. Students will mainly work individually and with a partner during the
lesson.

Prior Knowledge (student): Students will need to know what sound is and different animal
noises to have more examples of a high and low pitch.
Content Knowledge (teacher): The content knowledge that the teacher has to have is basic
knowledge of how pitch works, the difference between low and high pitch, vibration and sound.
The teacher must have content knowledge about the different animals and their pitch.

Accommodations for special needs (individual and/or small group): Accommodations that I
will have for students with special needs are resources and activities accessible to them as well as
assuring that the content is tailored to them based on their needs.

Materials and Technology requirements: The materials that will be needed for this experiment
are worksheet for every student (20), pipe cleaners (one per student), glass cups and a spoon
(three cups and one spoon only for demonstration).

Total Estimated Time: 20 minutes

Safety considerations: Students will use safety goggles for the cup experiment.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage:
Hi students, for todays lesson, we will be investigating sound and pitch. Before we start, we are
going to make a KWL chart. You are going to fill out the K part (on what you already know) and
the W part (on what you want to learn) about sound and pitch. We are going to take about 3
minutes on this.

What are some things that you know about sound and pitch? If you dont know, discuss what you
think it is. Turn and talk to your partner.

Class discussion about students partner talk. So, did anyone learn what pitch is? Does anyone
know how many types of pitch there are? Who can give me of an example of one type of a pitch?

Explore:
Okay, now we are going to start the fun part. You have a second sheet titled Pitch Experiment.
I have in front of me three glasses of water. Before I do anything, I want you to predict what will
happen when I hit each glass? Are they going to make a sound? If so, what sound? Do you think
they will all sound the same or different? After you have made a hypothesis, I want you to turn
and talk to your partner about your hypothesis.

So, did you and your partner have the same prediction?

Raise your hand if you think they are going to make the same sound?

Raise your hand if they are going to make different sound?

Lets see!

-Tap on each glass. After students hear, students will be asked what did you hear? Did they
sound different or the same? Was your prediction right?

We are going to watch a video about a pitch. Does anyone know what pitch is?

(Wait for response then play video)

Explanation:
I will facilitate students conceptual development by asking questions related to pitch such as do
low and high pitches have the same sound? how are the waves different from each other?
could you give me an example of a high or low pitch?
Elaborate:
For the elaborate part of the lesson, students will each be given pipe cleaners. Students will have
to make visual representational of high and low pitch. Students will be responsible for labeling
which is a high and low pitch and also give an example

So, as we are wrapping up our lesson on pitch, I want you each to create a high and low pitch
wave. You will all get two pipe cleaners. One will be for high pitch and the other will be for the
low pitch. After you label the waves, I want you to create your own wave with high and low
pitches. Refer back to the video and how a high and low pitch are different from each other.

You will have about 5 minutes to create the waves and come up with your pitch wave. After you
are done, we will share and discuss the waves we created.

Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)? You are required to include both your formative and summative assessment here.
Students will be evaluated by the activity that they will be doing with the pipe cleaners, the cup
experiment worksheet, and the KWL chart. All the activities will be assessed in place of an exit
ticket due to time. Each item will be assessed with certain amounts of points.

Students are expected to receive 3 out of 5 points to demonstrate mastery.

2 points for having at least one thing under each column in the KWL chart
2 points for answering number 1-
1 point for developing and labeling a pitch wave with a pipe cleaner

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________