Introduction to Waves

Teacher Candidate Hannah Ruth Pond

School Irmo Middle School | The University of South Carolina
Content Area(s) & Grade Level 8 grade science
th

Date 21 October 2021

**alternative schedule- 45 minute class period**
Essential Question: What is an oscilloscope?

Standard(s): 2014 SC Science Standards:

Standard 8.P.3: The student will demonstrate an understanding of the properties and behaviors of waves.

Bridging to the 2021 SC Science Standards: 8-PS4-1. Using mathematical representations, describe a simple model for
waves that includes how the amplitude of a wave is related to the energy in a wave.
Indicator(s): 2014 SC Science Indicator: 8.P.3A.6 Obtain and communicate information about how various instruments
are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and
wireless computer networks) to exemplify how technological advancements and designs meet human needs. 
.

Bridging to the 2021 SC Science Indicators: PS4.A: Wave Properties A simple wave has a repeating pattern with a
specific wavelength, frequency, and amplitude.
Learning outcomes (goals) associated with the content standards (subject-specific, relevant, interdisciplinary, measurable):
(1) The student will describe what an oscilloscope is.

(2) The student will draw a simple wave.

What will you do in this lesson to make it meaningful and relevant to your students?

This lesson will be made relevant to students by referencing cell phones and other technologies that use waves to
function. Students will also see the connection between musical instruments and sound waves.
How will you initially engage your students in today’s lesson (e.g., hook, attention getter, topic introduction)?
Students will be engaged with a photo of a device they have likely not seen before. This will peak their curiosity.
Students will also see that there is a guitar and things posted around the room and will likely ask questions/wonder what
they are for.
What “warm-up” will you use today? (if applicable)
PearDeck Bellringer – 1) a photo of an oscilloscope that has students explore options of what it may be 2) a questions asking
how we hear sounds from different directions.
Assessments used to monitor student learning:
Assessment Type of Assessment (in/formal) What is being assessed?
1. PearDeck bellringer 1. Formative/preassessment 1. Student prior knowledge related to content for the
day
2. Anchor Chart abc review 2. formative 2. Student ability to draw and label parts of a wave
3. exit slip 3. Formative/practice 3. Student ability to describe an oscilloscope

Procedures/Activities Resources &

Elements A description of each activity that you will use, including a script of the Time
Materials Used
“teacher talk” you will say during each activity.
Instructional strategies Student Chrome 7 minutes
and learning tasks, Students will enter class and participate in their typical books, Internet
including potential Access, PearDeck,
classroom routine (taking out their ChromeBooks, connecting Google Slides
questions & prompts1 if to PearDeck) The teacher will reward students with Buzz Presentation,
appropriate Bucks if they do this task without being prompted. (2 Projector
minutes)

Once students are settled class will begin. A PearDeck check

in will allow students to share how they are feeling that day.
Students will complete two bellringer questions via PearDeck.
The teacher will use these answers to connect student prior
knowledge and observations with the lesson for the day. (5
minutes)

Differentiation (if appropriate): paper copies if needed

Assessment (if appropriate): bellringer preassessment

Transition The teacher will review the I can statements and standards for the day. 2 minutes

Instructional strategies The teacher will begin engaging students in a mini lesson. The Student Chrome 10 minutes
and learning tasks, mini lesson will be related to oscilloscopes and sound waves. books, Internet
including potential Access, PearDeck,
The teacher will lead the lesson with questions probed in the Google Slides
questions & prompts if Google slides presentation. Students will learn about what an Presentation,
appropriate oscilloscope is (a device used to look at waves). Projector, musical
instrument
The teacher will access a weblink embedded in the
GoogleSlide presentation (https://academo.org/demos/virtual-
Direct instruction
oscilloscope/)
Class discussion
This website will offer students a virtual demonstration of what
an oscilloscope does. The teacher will ensure the setting is on
“live feed” and have students participate in different volume
levels. The students will observe changes in sound waves as
volume changes. Students will also observe a demonstration
by the teacher with a musical instrument. The teacher will
reinforce what an oscilloscope is and probe students with
questions to wrap up this activity of the mini lesson.

The teacher will return to the Google Slides presentation and

explain how different volumes and wave frequencies may look
differently on an oscilloscope. The teacher will show 1:30 of
the YouTube video embedded in the Google Slides
presentation (https://youtu.be/ytnt9l_WKxk) The teacher will
ask students to make observations about the way the waves are
presented on the oscilloscope. The class will engage in a brief
discussion surrounding the video and then review that a wave
is moving energy.

Differentiation (if appropriate): print outs of Google Slides

presentation if needed
Transition The teacher will instruct students to close their Chromebooks and get into
groups with their peers at their table.
Instructional strategies Markers, blank anchor 10 minutes
and learning tasks, chart paper
including potential Each group will choose an anchor chart paper posted around
questions & prompts if the room. Each anchor chart will have a letter written on it.
appropriate. Markers will be given to each group. The students will move
through the charts as stations and be given the following
prompts (students will move between anchor charts for each
prompt):

1) Write a word that relates to waves and begins with the

letter on your paper
2) Write the definition of the word
3) Add something to the definition that may be missing
4) Draw a picture representing the word
5) Can anything be added to the picture? Add something.
Each group will summarize the chart they end up at for the
review.
While this activity is taking place the teacher will pace the
room and “check in” with each group.

Assessment (if appropriate): products of the anchor charts

(formative)
Transition Students will be instructed to sit back at their desk.

Instructional strategies Student Chrome 10 minutes

and learning tasks, Students will return to their desk and open their books, Internet
including potential Access, Projector,
Chromebook. A Gimkit code will be presented on screen. GimKit
questions & prompts if Students will connect to the game and participate in the
appropriate. review. The teacher will pace the room and ensure
students are on task.

Differentiation (if appropriate): students without a ChromeBook

may play on a team with others. Students are able to work at their
own pace

Assessment (if appropriate): The teacher is able to review answers

as a formative assessment to gauge what should be reviewed next
class period.
Transition The teacher will pass out notecards while students are engaging in GimKit
review. The teacher will instruct students to put their ChromeBooks away
and take out a pencil
Closure: Content and Content Closure: The teacher will briefly review main ideas Notecard, pencils 6 minutes
Procedural (homework from the lessons that took place and ask students what lingering
if applicable) questions they have. Students will be prompted to begin a 3
question exit slip. It will be visually displayed and read out
loud.

Procedural Closure: Students will pack up, sanitize their desks,

& turn their exit slips in out the door
Lesson Students will explore a virtual wave simulator on “PHET” Student chrome No time
Extender--Whole (https://phet.colorado.edu/en/simulations/wave-on-a-string) books, Internet access allotted
Class & Individual
(e.g., an additional
activity that will
enhance the learning of
this concept)