Class Title Lesson Title Unit Title Grade Levels Total Minutes

Waves and their

Integrated 8th Grade Tuning Fork and Sound Applications in
8th 50 minutes
Science Waves Technologies for
Information Transfer
CLASS DESCRIPTION
There are 36 students total: 6 English only, 6 English Learners, 24 Redesignated (RFEP), 1 IEP, No students
with Special Needs. Class environment consists of 35 Hispanic/Latino students with 1 African-American student.
The class is located in the science buildings on the second floor. The classroom contains 21 st century furniture
and a plethora of 21st century technology to help students learn.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social Studies,
Science and Technical Subjects, NGSS, and Content English Language Development Standards (ELD)
Standards
ELD.P1.8.A.1.Em:
Part 1: Interacting in Meaningful Ways
Grade Span 8
A.1 Collaborative: Students will be able to engage in classroom
discussion and group discussions to expand on the knowledge of
MS-PS4-2: Waves and their Applications in Technologies for waves that they had learned and connect it to the activity at hand
Information Transfer with class and tablemates. They are encouraged to use Key
Develop and use a model to describe that waves are reflected, Vocabulary that was learned from prior lesson to engage in
absorbed, or transmitted through various materials. [Clarification discussion.
Statement: Emphasis is on both light and mechanical waves. Emerging: Students will be able to engage in conversation
Examples of models could include drawings, simulations, and expression and ideas on familiar ideas presented in class and
written descriptions.] [Assessment Boundary: Assessment is interacting in verbal discussion of answering yes-no questions and
limited to qualitative applications pertaining to light and mechanical responding to phrases and short sentences.
waves.] ELD.P2.8.C.6-7.Ex:
PS4.A: Wave Properties Part 2: Learning About How English Works
A sound wave needs a medium through which it is Grade Span 8
transmitted. C. 6-7: Connecting and Condensing Ideas: Students will be able
(MS-PS4-2) to collect information from tuning fork activity and connect it to prior
CCSS.ELA-LITERACY.SL.8.1 lessons to expand on why sound is coming out of the tuning forks.
Engage effectively in a range of collaborative discussions (one-on- Students should also be able to understand key terms and be able
one, in groups, and teacher-led) with diverse partners on grade 8 to use them in the graphic organizer.
topics, texts, and issues, building on others' ideas and expressing Expanding: Contribute to group discussions, sustain conversations
their own clearly. on academic topic by asking and answering relevant questions in
CCSS.ELA-LITERACY.SL.8.1.C the graphic organizer with the group and individually connecting the
Pose questions that connect the ideas of several speakers and ideas discussed into written form.
respond to others' questions and comments with relevant evidence, ELD.P1.8.C.10.Br
observations, and ideas. Part 1: Interacting in Meaningful Ways
CCSS.ELA-LITERACY.SL.8.5 Grade Span 8
Integrate multimedia and visual displays into presentations to C.10 Productive: Writing literary and informational texts to present,
clarify information, strengthen claims and evidence, and add describe, and explain ideas and information of sound waves and
interest. how it is related to tuning forks and using appropriate technology to
revise their initial models with an explanation and reflection.
Bridging: Write clear and coherent summaries of texts and
experiences using complete and concise sentences and key words
from prior lesson within their graphic organizer and model’s
reflection.
Lesson Objective(s) Evidence
Content Objective:  Tuning Forks and Sound Vibrations graphic
Anchoring Phenomena: organizer: Students will be working in groups to
 Mechanical waves need a medium of transmission, observe and investigate sound waves and
waves transfer energy and not matter vibrations. They will use this information on their
Anchoring Activity: Sound Waves RRR – Claim Evidence Reasoning
 Using informationabout waves, how do you think document.
we experience music?  Sound Waves RRR - Claim Evidence Reasoning:
Lesson Level: Students will be working on this individually over
 Students will be able to investigate sound waves time with creating an initial model of how they
and vibrations to refine their initial model of how we believe we perceive sound. Students will document
hear sound. the evidence observed in class and then revise
Language Objective: their model of how sound travels. They will write a
 Students will be able to construct a written and reflection afterwards and pose any questions still
verbalized explanation of how sound is created unanswered.
through the investigation of tuning forks and
vibrations.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Introduction: The In class, students will Students will be This assessment will inform
focus of this be working with their answering the teacher if students have
assessment is to see tablemates and the chorally. If there a general understanding of
if students can recall teacher will ask are mass the types of waves.
the types of waves questions like “What incorrect Students should be able to
along with did we learn answers, return understand instructions
instructional yesterday?” “What back to prior without much hardship.
procedures. Students types of waves are lesson or Asking clarifying questions
will be asked to there?” Next, teacher instructions to ingrains the task at hand
chorally respond to will go over activity clarify. The class into the students so
prior knowledge from guidelines and will only move mishandling of tools can be
lesson before of scaffold activity into forward with a curbed before anything
wave properties. sections. Teacher will majority breaking. At any time the
Teacher will go over ask questions of understanding the teacher feels the class’s
Entry Level instructions of tuning clarity and instructions content and knowledge is inadequate,
fork activity and ask such as “What do we guidelines of the teacher may return back to
for choral response strike the tuning fork activity in this prior lesson to review what
of appropriate with?” and “What lesson. was taught previously. This
behavior in class with should we not point section is to allow students
materials and tools. at each other?” to recall and to build on
Teacher asks for Hess Cognitive Rigor
student reciting Matrix: Applying Webb’s
information of activity Depth-of-Knowledge Levels
for clarification and to Bloom’s Cognitive
understanding. Process Dimensions.
Throughout the entire
activity, the DOK level
should rise. The current
state is DOK level 1.
Tuning Forks and In class, students will Students will be This assessment will inform
Sound Vibrations be working together in answering in their the teacher if students can
graphic organizer: groups at their tables discussion groups conclude that sound waves
The focus of this to investigate the and individually are created through
assessment is to see phenomenon of sound on paper. vibrations. It allows
if students can waves and vibrations. Teacher is to students to take control of
investigate Students will be monitor their own learning by
relationships and answering with an progression of investigating through
patterns to extend initial observation and learning to see if guided procedures to come
their knowledge of a finishing with a students are able to a conclusion. By
Progress
Monitoring base hypothesis of completed to come to a monitoring and looking at
how sound is investigation that correct what students are writing,
created. compares information conclusion of how the teacher is able to
Students will be within datasets. They sound is created. understand if teaching was
working in groups are to draw Monitor effective or scaffolding is
and observing conclusions and discussions and needed to further break
different applications synthesize information asking follow up instructions into procedural,
of tuning forks. to formulate an questions to conceptual, or
Teacher will scaffold explanation of how extend thinking metacognitive. The
instructions and sound is created. per group or help questions asked on the
provide sentence scaffold the activity push Hess
 starters for all assignment for Cognitive Rigor Matrix:
students so the students who Applying Webb’s Depth-of-
activity will run more need help. Knowledge Levels to
smoothly, as well as, Bloom’s Cognitive Process
monitoring the Dimensions to DOK levels
students’ learning. 2-3.

Sound Waves RRR - In class, students will Students will be This assessment will inform
Claim Evidence be working on their working on a the teacher if the students
Reasoning: The tablets individually to document shared understood all of the
focus of this document their with the teacher evidence provided and
assessment is to see evidence and refine to monitor their were capable of
if students are able to their models that they refinements, synthesizing a final
conclude, refine, and initially created in the make comments, explanation into a model
reflect on their initial beginning of the unit. and pose higher- with correct labels and
claim of how sound is The teacher is to order thinking reasoning for it. Monitoring
heard. Students will monitor students who questions to the students digitally allows
be using their tablets need procedural help, students. for the teacher’s footprint in
to refine their model but ask prodding Students are to the assignment to become
and document the questions with the construct a model wider as they are able to
evidence gather to evidence provided to and explanation make individual comments
then construct an help with conceptual of how sound is or questions to each
explanation of how and metacognitive heard with correct student in the classroom.
sound travels from a struggles. labels and waves. Students must be able to
Formative
Assessment speaker to an ear. They are to demonstrate how sound
They are to reflect on understand waves travel before moving
what was changed different onto next lesson. This
and what questions frequency and section is to extend the
they may still have. pitches with the students’ thinking in Hess
model as well. Cognitive Rigor Matrix:
Applying Webb’s Depth-of-
Knowledge Levels to
Bloom’s Cognitive Process
Dimensions to a DOK level
4 where students are
gathering and analyze
multiple sources, develop
and synthesize a model
with sources, and apply
their understanding to
provide an explanation of
how sound is heard.
INSTRUCTION
Instructional Strategies
Introduction
Accessing Prior Knowledge: This is to allow students to pull some information from prior lessons and actively
remember information for this lesson’s activity. Students will be expanding their knowledge through investigation
of a tuning fork and how it interacts with different materials. Purpose of this section is to ensure a majority of
students know the types of waves and certain vocabulary words to be used discussion and on graphic organizer.

Tuning Forks and Sound Vibrations graphic organizer

Academic vocabulary and language: This allows students to practice the vocabulary and academic language
in their graphic organizer. They are to write complete sentences with optional sentence starters to help
promote the use of academic language.

Scaffold instructions: By breaking up the activity into four sections and progressively, students are able to
understand the connection that is being made by performing the activities with guided instructions.
Sound Waves RRR - Claim Evidence Reasoning
Claim Evidence Reasoning: Students are to synthesize all the evidence they have received in this lesson and
add it to their source list. This allows students to expand and further their thinking by collecting multiple sources
to revise an initial claim/model.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Before: Teacher will display learning objectives for
the day before students enter the classroom. The
teacher should be greeting the students at the
door. Total time: 0 Minutes.

During: Teacher will greet entire class and ask

prior knowledge questions: “What did we learn
yesterday?” “What types of waves are there?”
After the choral class response, teacher should
decide whether students are able to move forward
in the lesson. After deciding to move forward,
teacher will read learning objectives as displayed
and remind students of initial model the students
Before: Students will enter classroom and sit in
made to tie learning objective back to an anchoring
their seats.
activity. Per UDL-Engagement: Access, this
During: Students will be answering chorally as a
minimizes threats and distractions by involving the
class to prior knowledge questions. Students will
class in a discussion. Providing a classroom
be connecting prior knowledge to this lesson and
routine of checking in from yesterday’s lesson and
7 Min. the anchoring activity from prior lesson.
then reading learning objectives for the day, sets
After: Students will grab their lab trays from
the tone for class expectations and creates a
behind them on the lab shelves. Students will
supportive and accepting classroom climate.
begin reading “Tuning Forks and Sound
Connecting this lesson to the anchoring activity
Vibrations” graphic organizer with their shoulder
extends on UDL-Engagement: Build, Heighten
partner to get a quick overview.
salience of goals and objectives as it reinforces the
activities to the anchoring phenomenon. Total
Time: 3 minutes.

After: Teacher will ask a student pass out “Tuning

Forks and Sound Vibrations” graphic organizer.
Teacher will ask students to grab their green trays
located behind them on the shelf lab stations. Each
green tray should include one tuning fork and one
cup of water. Give students 3 minutes to preview
the graphic organizer instructions with their
shoulder partners before moving onto body of
lesson. Total time: 4 minutes.
Lesson Body
Time Teacher Does Student Does
Before: Teacher will begin with covering the Before: Students will select a group facilitator at
guiding questions for this lesson and asking each table. Students will read guiding questions
students to chorally repeat what is being out loud with the teacher. Students will chorally
investigated. After, the teacher will read the respond to teacher of how to strike tuning for and
instructions for with the students. Teacher will allow lab safety rules.
groups to select a facilitator. There will be an During:
28 Min.
emphasis to lab safety and where not to place Part 1:
tuning forks. Teacher will go over the anatomy of a Students will investigate tuning forks with an
tuning fork. Teacher will also go over proper initial observation. Students will observe teacher
techniques to striking a tuning fork and lab safety modeling how to strike the tuning fork and
expectations. Teacher will model the proper abiding to lab safety. Students will be striking
techniques in front of the class by striking the tuning tuning forks on palm or knee to listen and feel
fork on the palm or knee. Teacher will ask
confirming questions to clarify the importance of
following the techniques of striking a tuning fork
and abiding to safety in the class. Questions to be
asked: “What do we strike the tuning fork with?”
and “What should we not point at each other?”
If class understands, proceed to part 1 of activity;
otherwise restate instructions. Total time: 3
minutes.
During: Teacher will scaffold instructions for
students to guide them through the activity. This
will be broken into 4 parts.
Part 1: Teacher will demonstrate striking the tuning
fork again and listening to the tuning fork. Remind
students not to point tuning forks at other students
per lab safety. Monitor students as they listen and
touch the prongs. Teacher should expect
conversations of sound and vibration. Allow up to 2
minutes to touch and listen to the tuning fork while
vibrating. As students are observing, teacher will
be striking a tuning fork and walking to each table
to demonstrate the visual vibrations seen on a
larger tuning fork. Teacher will ask students, “Do
you see the vibrations,” “What patterns do you
notice,” “Is the tuning fork making sound right
now,” and “What if it isn’t shaking, will it make
a sound?” Teacher will guide students into a
discussion with their groups. The teacher will allow
1 minute to discuss what was observed and tie
back to the guiding questions. Sentence starters
will be given on the projector to help FS1/ELL
students, as well as the entire class, with their
discussions. Teacher will monitor students’
discussions and promote vocabulary learned from
prior lessons. Teacher will stop discussions and
address the sentence starters by reading them to
the class to promote academic language in writing.
Allow 2 minutes to complete their initial
observations. Per UDL-Representation: Access,
offer alternatives for visual information; the activity
focuses on multiple representations and
multisensory materials to engage understanding by
including an investigation, modeling, discussion,
and written explanation to help FS2 and all
students in class. By reading the instructions and
sentence starters, students who are not literate are
able to access the content and information
provided to them. On UDL-Representation: Build,
clarify vocabulary and symbols, teacher reinforces
vocabulary during discussions and encourages
students to use the vocabulary learned in their
written explanations by modeling it in the
discussions per group. Total time: 6 minutes.
vibrations. Students will pass the tuning fork
around so every student in their group is allowed
to observe. Students are allowed 2 minutes to
investigate. The facilitator of the group shall
engage the conversation. Students will discuss
what they observed in this portion for 2 minutes.
Students will use sentence starters and
vocabulary from prior lesson in discussion.
Students then will write their initial observations
of the guiding questions using sentence starters
Part 2:
Students will be observing teacher modeling the
tuning fork touching the paper. Students will
strike the tuning fork to the held paper. Students
are to observe what is happening and exchange
materials around to each student. Students are
allowed 2 minutes to investigate. Students are to
discuss what was observed and using sentence
starters and vocabulary. Students are then to
draw, label, and explain the tuning fork touching
a piece of paper.
Part 3:
Students will be observing teacher modeling how
to use tuning fork in the cup of water. Students
will strike the tuning fork and place it gently in the
water with one prong first and take observations.
Next, students will place both prongs how the
teacher modeled and observe the difference
from both. This should take about 2 minutes.
Students are then to discuss with their
teammates the difference between the methods.
This should take 1 minute. Students are then to
draw, label, and explain the tuning fork touching
the cup of water’s surface. This should take 2
minutes.
Part 4:
Facilitators in each group ask questions to their
teammates and participate in a discussion of
what had been happening over the course of the
investigation. Students are to use vocabulary
and understand how sound is created, how
sound travels, and patterns noticed of sound.
This should take 2 minutes. After the discussion,
they are to write their knowledge of what was
investigated using the sentence starters
provided to construct an explanation of sound.
This should take 2 minutes.
After: Students are to watch “What is Sound”
video and take information to apply it to the last
section of the activity if they didn’t know or want
to refine their answer.
Part 2:
Teacher asks for a volunteer to come up to model
this section. Ask student to hold up a piece of paper
as teacher strikes tuning fork on palm or knee. The
teacher will instruct the class to touch the vibrating
prongs on the edge of the papers first. Ask the
volunteer, “Did you feel anything? Did you hear
anything?” Ask the class the same questions.
Teacher explains that once each teammate had
time to both hold the paper and place the tuning
fork on the paper, they are encouraged to place the
tuning fork on different parts of the paper. Allow up
to 2 minutes for students to investigate as teacher
monitors progress through the room. Teacher
should be checking for proper use of equipment
and adding questions to promote higher-order
thinking. Questions to be asked: “Are there any
patterns from part 1 to part 2,” “Why does the
paper vibrate when you touch the tuning fork to
the paper,” and “How do you think this relates
to sound?” Teacher will stop the class and break
them into discussion time for 2 minutes. Teacher
will display sentence starters for students to use
them in discussion. The teacher will be monitoring
for vocabulary usage and the development of
cognitive ability (Higher-Order Thinking: Hess
Cognitive Rigor Matrix: Applying Webb’s Depth-of-
Knowledge Levels to Bloom’s Cognitive Process
Dimensions: DOK level 2-3). Next, the teacher will
stop the class and instruct students to draw, label,
and explain the tuning fork touching a piece of
paper. Allow for 2 minutes for completion. Teacher
will read sentence starters out loud for this section
to help FS1/ELL students as well as all students.
Teacher will be monitoring progression and
understanding of vibrations. Teacher will help
students in need to push them into the correct
direction. Total time: 6 minutes.

Part 3:
Teacher will model this section by demonstrating
how to hit the tuning fork once more with palm or
knee and explaining how to gently touch the
surface of the water. Explain by touching only one
of the prongs into the water as shown like in the
picture on the instructions page. Next demonstrate
dipping both prongs into the water by holding it
vertically at a 90 degree angle such that both
prongs touch the surface of the water at the same
time before submerging into the water. Allow
students to investigate for 2 minutes while teacher
monitors progression. Ask questions to stimulate
higher-order thinking such as, “Was there a
difference between the one prong and two
prongs,” “Do you notice a pattern from the
previous sections,” and “Why do you think the
water splashes like that?” Stop the class and ask
students to begin the discussion portion with the
teammates. Teacher will display sentence starters
for this section to help FS1/ELL students as well as
all students with incorporating academic language.
Teacher will be monitoring for content progression
and higher-order thinking connecting waves to the
tuning fork and how waves are a transfer of energy,
not matter. Allow for 2 minutes for the discussion.
Teacher will stop and instruct students to complete
section 3 of the graphic organizer with drawing,
labeling, and explaining the tuning fork touching the
cup of water for 2 minutes. Teacher will read
sentence starters out loud for this section to help
FS1/ELL students as well as all students. Teacher
will be monitoring progression and understanding
of sound waves. Teacher will help students in need
to push them into the correct direction. Total time:
6 minutes.

Part 4:
Teacher will identify the facilitators to make sure
each student is participating in this portion of the
discussion. Teacher will read the questions
provided in the activity instructions to the class.
Allow 2 minutes for students to discuss these
questions with each other. Teacher will be
monitoring each group for the connection of the 3
sections before to conclude an explanation of
sound. Teacher shall be asking questions that
promote higher-order thinking that connects the
data gather in this lesson to draw conclusions to
the guiding questions. Questions such as: “Do you
see any patterns from all 3 sections,” “Looking
at sections 2 and 3, what was causing the
materials to move,” and “Why is it that the water
moved when we put the tuning fork in the
water? What did we transfer to the tuning
fork?” Teacher will stop student discussion and
ask students to fill out the last portion of the graphic
organizer. Allow 2 minutes for completion. Teacher
will display sentence starters for FS1/ELL students
as well as all students to promote academic
language. Teacher will display a word bank to
promote academic vocabulary in their
explanations. During this time, the teacher will be
monitoring for explanations of how sound is
created, how sound travels, and the patterns that
were observed today about sound. Per UDL-Action
and Expression: Access, vary the methods for
response and navigation, the students were able to
demonstrate multiple ways to show their
knowledge and for the teacher to assess the
content through verbal discussion, written
explanations, and illustrating models of the content.
Modeling the activity before letting the students
 investigate builds onto UDL-Action and
Expression: Build, build fluencies with graduated
levels of support for practice and performance.
Scaffolding instructions and then letting students
investigate allows students take learning into their
own hands. With multiple feedback outlets,
students are able to apply epistemic practices of
modeling, argumentation, and investigation.
Total Time: 4 minutes.

After: Teacher is to show “What is sound” to

connect this lesson’s activity to mechanical waves
needing a medium to travel. Total Time: 3
minutes.
Lesson Closure
Time Teacher Does Student Does
Before: Teacher instructs students place green lab
trays behind their desks where they originally were
placed. Teacher then instructs students to get their
tablets. As students start to sit back down, teacher
will start to tie prior lessons and model of Sound
Waves RRR to this lesson. Total time: 2 minutes.

During: Teacher will assess knowledge gained

from video played in body of lesson. Questions that
can be asked are “What is a medium” and “What
Before: Students will place green lab trays
does sound require to travel?” Teacher will ask
behind their desks and get their tablet according
higher-order thinking questions like “Can we hear
to the number assigned to them at the beginning
sound is space,” and “How does sound travel to
of the year. Students will log into their tablets and
our ear?” Teacher will assess whether students
open Sound Waves RRR.
need to review certain parts of lesson body or video
During: Students will be chorally answering
to gain complete understanding of sound waves.
questions the teacher is asking. Students will
Teacher will connect this lesson to the upcoming
then work on Sound Waves RRR to add
lessons of electromagnetic spectrum and how they
evidence of this lessons activity and video.
connect to the types of waves learned in prior
Students are to make sure they have 3 total
lessons. Teacher will instruct students to add
evidence statements: Slinky Lab, Tuning Fork
15 Min. evidence gained in this lesson and refine their initial
and Sound Vibrations, and “What is Sound”
model of how sound is heard from prior lesson.
video. Students then work on revise section,
Students are to have a total of 3 evidence
remolding their initial model of how sound is
statements: Slinky Lab, Tuning Fork and Sound
heard. Next, students should work on reflection
Vibrations, and “What is Sound” video after this
and ask any further questions they have about
lesson. Teacher will instruct students to refine their
the subject.
model with evidence and explain key ideas of why
After: Students will put their activity papers in the
their model was revised. After the students are to
center of their table and return tablets to the
complete a reflection and any wonderings the
correct number slot. Students will exit the room
students still have to further address in later
out the front of the room as teacher dismisses
lessons. The teacher will be monitoring
class.
assessment of students’ understanding of
mechanical waves. Model should contain
longitudinal waves with a medium traveling from
the source to an ear. FS3 may be given
accommodations for this assignment by providing
an adequate written explanation of sound in their
science journal and an accurate model of a sound
wave. The end of the lesson hits on UDL-
Engagement: Internalize, develop self-assessment
and reflection; UDL-Representation: Internalize,
 highlight patterns, critical features, big ideas, and
relationships; UDL-Action and Expression:
Internalize, facilitate managing information and
resources. Per UDL-Engagement, Representation,
and Action and Expression, the total lesson allows
students to become expert learners who are
purposeful and motivated, resourceful and
knowledgeable, and strategic and goal-directed. By
incorporating 21st century technology and skills
along with promoting higher-order thinking through
Hess Cognitive Rigor Matrix: Applying Webb’s
Depth-of-Knowledge Levels to Bloom’s Cognitive
Process Dimensions of DOK level 4 of extended
thinking, students become self-sufficient, self-
piloting, and engaged in their own learning,
allowing the teacher to focus on the meta-cognitive
development of the class. Total time: 12 minutes.

After: Teacher will ask students to put back their

tablets, leave their activity sheet in the center of
their table, and wish them a great day when
students are being dismissed. Total Time: 1
minute.
Instructional Materials, Equipment, and Multimedia
• Projector
• Tuning Forks
• Plastic cups filled with water
• Green trays
• “Tuning Forks and Sound Vibrations” graphic organizer
• Video on “What is Sound?” (https://youtu.be/3-xKZKxXuu0)
• Surface Pro Tablets
• Sound Waves RRR - Claim Evidence Reasoning
Co-Teaching Strategies
One teach, one observe
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
English learners will be Striving readers will be Students with special Advanced students will
supported by working in supported by the many needs will be supported support the class by
groups and having opportunities of group by the pair group work in helping the other students.
scaffolding techniques such work and pair-sharing this lesson. The teacher They will be dispersed
as sentence starters and within the lesson. They will monitor the students evenly to different groups
scaffolding instructions will be paired with more closely. The in multiple portions of the
provided at the each those who are more teacher will be actively lesson. Advanced
section. The English experienced in literacy listening to as many students are encouraged
learners are differentiated to help define and conversations and to help others if they
by chunking the activity with pronounce any difficult helping them achieve the finished early. The
the scaffold instructions so words. Striving readers content being taught in material will need no
that English learners can will be able to preview this lesson. modifications as their
digest and process their the instructions before Differentiation would be proficiency will be the
knowledge to understand class starts to get a scaffolding instructions highest. If class does not
the material in sections more confident grasp and chunking the activity need help, they will be
rather than being front at what will happen in into pieces. They will not encouraged to produce
loaded with the entirety of class. Scaffolding be given the instruction higher content and extra
the activity. English learners instructions and page as each step the research in demonstrating
are able to have their chunking the lesson teacher will break down the inner portions of how
notebooks out which have should help these what will be done. the ear works relative to
defined key vocabulary.
The instructions of the
activity also provide multiple
steps of learning
opportunities to reinforce
key concepts and
vocabulary with consistent
questions being asked.
Accommodations will be
given to English learners for
Sound Waves RRR such
that they will not be graded
as critically for improper
grammar and spelling, but
instead just a correction
and comment to fix the
incorrect usage. For
discussions, English
learners may speak and
write their native language
to convey concepts to the
teacher or students. Tools
such as Google Translate
are allowed for student to
use.
students understand Sentence starters are sound waves learned in
the content at hand filled in, student just this lesson; meaning an
providing multiple steps needs to fill in the blanks. augmented Sound Waves
to reinforce the Student just needs to RRR, where instead the
content. draw what is happened students will be drawing
Accommodations will in sections 2 and 3. The the inner ear and labeling
be given to the striving last section is a fill in the how the eardrum works
reader such that during blank with a word bank within our body relative to
the Sound Waves as well as what they sound waves.
RRR, they will be able thought was interesting
to form a rough draft to in this lesson. The
submit for a proof student is to provide a
before submitting verbal explanation of
finalized CER. how sound is heard by
using the evidence they
gathered to