ED 345 Calvin College Lesson Planning Form

Teacher: Ms. Steiner

Date:

September 28, 2015

Subject/ Topic/ Theme:

Sound Energy

I. Objectives
What is the main focus of this lesson?
Sound Energy
How does this lesson tie in to a unit plan? (If applicable.)
Lesson 3 of a 9 lesson unit
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
Students will be able to:
Identify that vibrations create sounds
Defend that vibrations create sounds using data from a variety of experiments
Work cooperatively with groupmates
4-PS3-3 Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and
effect relationships
5.I.I.III.3 Make predictions based on analyses of data, observations, and explanations.
5.II.I.II.3: Know that there are different forms of energy
II. Before you start
Prerequisite knowledge and skills.

Meaning of energy, Law of Conservation of Energy, potential & kinetic energy

(from lessons 1 & 2)
Formative:
Monitor discussions
Assessment
(formative and summative)
Student responses after partner share
Monitor experiments
Observations/data/inferences in journal
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Visual- written directions in journals
Aural- teacher & classmates speaking

Options for action/interaction

Options for recruiting interest

Options for Language/Symbols

Options for Expression

Think independently
Talk with a partner
Talk with table group
Share with whole class

Options for Sustaining Effort & Persistence

Options for Comprehension

Options for Executive Function

Options for Self Regulation

Groups/pairs work at their own pace
during the experiments. They have to use
their time wisely to finish the experiments
& the questions that guide them.

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

10 rulers
10 balloons
5 open-mouth containers
10 round magnets

Salt
5 pieces of cardstock
5 rubber bands

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.
III. The Plan
Time
Parts

Table groups

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Take out your energy journals but do NOT open them yet. Sit quietly when you are ready.
Listen to all my instructions before you move:
Im going to give each person a ruler.
Extend the ruler over the edge of your desk by about 6 inches (demonstrate!)
Hold the ruler down by placing one hand on top of the ruler near the edge of the table
Pull back on the extended end of the ruler with your other hand and release
Because you made it through your first experiment & did so well, Im also going to pass out mad
scientist thinking goggles. When you put on your goggles, its your job to do your best to think like
scientists. Can someone raise their hand and tell me one way that scientists think? (observe, predict,
infer, collect data)
While youre doing your experiment, theres going to be noise, but none of that noise should be coming
from your mouths. In your heads, I want you to think about what is happening.

15

Motivation
(Opening/
Introduction/
Engagement)

Pass out goggles & a plastic ruler to each student. Some students may need to share their ruler with a
partner. Do not touch these materials until I say go.
Go ahead and try the experiment.
Pause. Raise your hand if you have an idea about what kind of energy were going to explore today.
(Sound energy!!)
You can open up to page 8 of your science journal (write on board) and quietly record your observations
under question number 1. I still should not hear any talking.
Turn & talk with your shoulder partner about what you observed during your experiment.
Pause. Pull sticks. What did your partner say?
Im going to give you 30 more seconds to talk with your partner to try to fill in the blank that goes with
number 1.
Pause. Pull sticks. What did your partner say?
VIBRATIONS CREATE SOUNDS!! (Write on the board) Today, were going to be exploring sound energy.

Walk through the rest of page 8 of the energy journal as a class

Put your pencils down. I need you to quietly watch what I do before its your turn to try.
Question number 2 asks you to press your fingers firmly against your neck just below your jawbone
(demonstrate). Then, you will hum a few notes. Record your observations under question number 2.
You will do this by yourself first. I still should not hear any talking.

20

Turn & talk with your shoulder partner about what you observed during your experiment.
Pause. Pull sticks. What did your partner say?
Thumbs up/down: Does this experiment prove that vibrations create sounds?
Put your pencils down. I need you to quietly watch what I do before its your turn to try.
Question number 3 asks you to speak into a balloon pressed against your partners ear (demonstrate).
With your partner, record your observations under question number 3.
Pause. Pull sticks. What did your partner say?
Development

(Skip first question on page 9)

I need pencils down & eyes on me. Listen to all my instructions before you move:
Im going to give each table group a container covered in plastic wrap.
Im also going to give each table a piece of cardstock.
Ill come around and sprinkle a little bit of salt on each groups container.
Your job is to roll your cardstock into a tube & speak loudly through it.
YOU DO NOT WANT TO BLOW THROUGH YOUR CARDSTOCK. Were testing sound energy, not
wind energy.

15

Before I pass out any materials, each group needs to quietly decide an order for talking through the
cardstock. Everyone will get a chance to do it, but EVERY group member needs to agree on the order.
Give me a thumbs up when your group has an order.
Pause. Im going to pass out your materials. I need everyone to look at page 9.While you are conducting
your experiment, it is your job to think like a scientist, collect observations, and write those observations
on page 9.
Pass out materials. Monitor the experiment while groups work. Ask questions, answer questions.
Provide individual & whole group guidance when necessary.
Pause. Put your pencils down. Bring your materials to the front table and sit quietly when your table is
cleared off.
5

Closure

Come back together as a whole class. Pull sticks. What did your group discover in your experiment?
Idea for students to leave knowing: Vibrations create sounds.