Ed.

468 Lesson Plan

LESSON #4
Candidate Name:
Tiffanie Page
Lesson Title:
Waves
Type of Lesson:
Inquiry and Direct Instruction

Date:
February 10, 2016
Grade Level:
4th

Instructional Strategies/ Method of Delivery:

Visual/Manipulative for waves (wave machine), small group discussions,
youtube video of guitar sound waves
Content Area:
Science
Subject Matter:
Waves
Content Standard:
PS4.A: Wave Properties
Waves, which are regular patters of motion, can be made in water by
disturbing the surface. When waves move across the surface of deep
water, the water goes up and down in place; there is no net motion in
the direction of the wave except when the water meets the beach.
Waves of the same type can differ in amplitude (height of the wave)
and wavelength (spacing between wave peaks)
ELD Standard:
A. Collaborative (Bridging) 1. Exchange information and ideas
Contribute to class, group, and partner discussions by listening
attentively, following turn taking rules, and answering and asking
questions.
B. Expanding and Enriching Ideas (Bridging) 3b.
Use a wide variety of verb tenses appropriate for the text type and
discipline to convey time (e.g., simple present for a science
description, simple future to predict) in shared language activities
guided by the teacher and independently.
Lesson Objective:
BTEOTLSW understand how waves are present in sound and will be able to
explain how a waves amplitude and wavelength change based on volume

and pitch through group/class discussions as well as drawing images of the

waves.
Kid friendly objective:
I can draw a sound wave and label its amplitude and wavelength and I can
explain how the wave changes for different sounds.
Assessment (formative and summative):
Formative: thinking map to show what students already know about waves,
walk around during group discussions to see who fully understands and what
things need to be addressed.
Summative: Exit Ticket to see at an individual level who understands how
the wave changes.
Assessment Modifications:
During group discussions teacher will ask students more in depth questions,
teacher will make sure to go up to lower students to help guide them in the
right direction.
For the exit ticket teacher will go up to lower students and make sure they
understand. Teacher may have some of the lower students just explain their
answer verbally. Also, for the EL student teacher will allow them to use
pictures on their exit ticket to help them explain what they predicted and
what happened.

INTO:

Read the objective and go over the agenda, pick a student to cross off
agenda as the lesson proceeds
Use a thinking map about waves to activate students background
knowledge. Have students share with each other first and then ask
students to share out with the class. Teacher writes what we know
about waves on the board. (ok to talk about the ocean and prompt
students to talk about the shape of a wave) write this in one color so at
the end of the lesson we can add to the chart in a different color.
Show the students the wave machine and talk about what happened
with the wave machine how did the wave move, what was the shape.
Explain that this same wave appears as sound waves. Draw a wave on
the board and have students predict what will happen to the shape of
the wave if the sound is louder or quieter and if the sound has a higher
or lower sound. (students write their prediction on a sticky note)

THROUGH:

Show students the guitar YouTube video and have them pay attention
to the different sounds and how the wave looks.
Think-pair-share: have students discuss in their groups what happened
to the sound wave in the video when the sound was low or high and
when the sound was louder or quieter.
Class discussion about what happens to the sound waves for these
different properties
Then create a chart that shows a sound wave, then shows the wave at
a high sound, low sound, louder, and quieter.

BEYOND:

Have students refer back to their prediction and form a sentence that
says: my prediction was correct or incorrect when the sound was
higher the wave did (this should be written on the other side of the
sticky note with their prediction on it)
The sticky note is their exit ticket and used for assessment.
Refer back to the thinking map about waves, now have students add
ideas to what they know about waves. (use a different color than the
one used from before the lesson)