Title of Lesson: Calculating Wave Speed Name:

Kimberly Conner
School: Waverly-Shell Rock Date: March 22,
2017
Grade: 10th Position:
Student Teacher
Enrichment/Extension/Modification/Differentiation:
I have modified this lesson in the following ways for the 23 students that
have IEPs in my five sections of physical science.
Hard copies of all readings and activities for students who need more
directed, focused learning
One-on-one time set aside during individual work time on practice
problems for more explanation and checking for understanding
Simplified directions and modified grading scale of notebooks
Materials:

125 science notebooks

125 chrome books (students all have their own school computer)
Projector
Sound presentation (PowerPoint) for daily directions
125 copies of the practice problems ws
White board and markers
20 hard copies of sound intensity and loudness ws for differentiation of
IEP students
can you hear this test link
(http://www.noiseaddicts.com/2009/03/can-you-hear-this-hearing-test/)
Standard:
HS PS4-1. Use mathematical representations to support a claim regarding relationships
among the frequency, wavelength, and speed of waves traveling in various media.

Objective: Once the students have completed the lesson over calculating
wave speed, 75% of tenth-grade physical science students will be able to:
Choose any of the three variables in the wave speed equation and
solve for it with 85% accuracy (cognitive)
o This includes calculating frequency, wavelength, and wave speed
(velocity)
Understand and appreciate the various uses of sound in our lives
(affective)
 Create their own connections between frequency, wavelength, and
The Flash by adding to their idea maps with 80 % accuracy
(psychomotor)
Purpose: The purpose of this lesson is to introduce wave speed to my tenth-
grade physical science students. By the end of the lesson, the students
should be able to complete all three of the objectives listed above.
Anticipatory Set: Complete can you hear this? test

Open the link for the Can you hear this test? and play each of the
frequencies, starting with the lowest
(http://www.noiseaddicts.com/2009/03/can-you-hear-this-hearing-test/)
Ask students to raise their hands when they can hear the pitch being
played
Once complete, explain to students that as they age their ability to
hear certain pitches declines
o Pull up age vs hearing chart
Modeling:
Hand our wave speed practice problems ws
Demonstrate what the wave speed equation looks like in the typical
fashion, as well as written in a triangle.
o Model what each symbol in the equation represents as well as
the unit for each of the three pieces
Wave speed = frequency X wavelength
Check for understanding:
Thumbs up or down to check if the students understood what each
symbol/piece of the equation represents
Guided Instruction:
Walk students step by step through problems 1 and 2 on the ws.
Answer any questions about calculations, conversions, etc.

Check for understanding:

Before moving on after each problem, ask students for a thumbs up or

down if they understood how the class got the correct answer on the
board.
Independent Practice:
 The independent practice for this lesson comes into play when each
student has their own practice problem ws
o The students need to complete the remaining six problems on
the worksheet on their own
Walk around the room providing any extra needed
assistance
o Once students have completed their practice problems ws, they
are to log into canvas and click on the link for pg 34 in their
notebooks titled sound intensity and loudness
They are to complete the reading and answer the four
review questions at the bottom
Closure:
Remind students before they leave that their practice problems and
sound intensity/loudness notes all need to be in their notebooks on pg.
34 before they leave class
Assessment:
Students will have a quiz over applications of mechanical waves and
sound, as well as calculation problems over wave speed next
Wednesday (03/29).