Lesson Plan Day 4

Teacher Candidate: Emily Pappas Date: 2/9/24

Group Size: 20 Allotted Time: 40 minutes Grade Level: 1st

Subject or Topic: Science: Sound and Vibrations

Common Core/PA Standard(s)

3.2.1.A Plan and conduct investigations to provide evidence that vibrating materials can
make sound and that sound can make materials vibrate.

Learning Targets/Objectives
1. The students will be able to identify volume as high or low.
2. The students will be able to identify and define sound and vibration.

Formative Assessment Approaches Evidence observation or method of collection

1. Exit slip 1. The teacher will collect the students
…. exit slips.
…
Assessment Scale for any of the assessments above if needed
Assessment day 4 sound

Summative if applicable
1. End of unit test.
Subject Matter/Content to be taught in the lesson

Prerequisites
- Basic understanding of loud and soft sounds.
- Basic understanding of sound.
- Basic understanding of sound source and sound receiver.

New Key Vocabulary

- Vibrations: a rapid back and forth motion.
- Sound: sound is created when something vibrates and sends waves of energy into our
ears.
- Soft sounds: Quiet sounds that can be heard by ear at a very low or faint level.
- Loud sounds: Sounds that can be easily heard.
- Volume: How loud or soft a sound is.
- Sound Source: The object creating the sound.
- Sound receiver: the object that receives the sound; ear.

Content/Facts
Introduction/Activating/Launch Strategies
1. The teacher will review with the students that sound is caused by vibrations and their
definitions.
2. The teacher will go over the anchor chart and discuss the following definitions.
Vibration; a rapid back and forth motion. Sound; sound is created when something
vibrates and sends waves of energy into our ears. Soft sounds; Quiet sounds that can be
heard by ear at a very low or faint level. Loud sounds; Sounds that can be easily heard.
Volume; How loud or soft a sound is. Sound source and sound receiver. Sound Source;
The object creating the sound. Sound receiver; the object that receives the sound; ear.
3. The teacher will introduce volume to the sound scientists.
- “Today we will be experimenting with volume! We will experiment on a drum
and learn how to make louder and softer sounds to control volume.”

Development/Teaching Approaches
1. The teacher will take out the drum and demonstrate to the students the changing of
volume.
2. The teacher will bang on the drum very hard to increase the volume of the drum. The
teacher will then hit the drum softer to lower the volume.
3. The teacher will then ask the students to write on their sound page about changing
volume. The students will do a sound sort on volume.
- The students will have to cut out and sort different pictures if they are loud or
soft sounds and if they create a loud volume or a soft volume.
4. The students will then give each table a spoon gong. The students will create sound by
hitting the spoon on a surface and listening through the string and putting the cup to
their ears and listening to the vibrations that go up the string.
- The teacher will ask “How did the sound travel to your ear?”
Possible student response: “The sound traveled up the string into the cup.”
5. The teacher will explain that the sound traveled up the string to the cup to create sound.
6. The teacher will then ask how to make a soft sound with the spoon gong. The teacher
will ask the students to hit the spoon softer to hear a soft sound and then ask to hit it
harder to create a loud sound to control the volume of the spoon gong.

Closure/Summarizing Strategies
1. The students will receive an exit slip on loud and soft sounds and changing volume.
How can you change volume? Review question on stopping sound!
- Exit slip day 4

Accommodations/Differentiation
1. Students with ADHD will have their aid present.

Materials and Resources:

- Exit slip
 - Drum
- Spoon gongs (spoon attached to a string with a ping pong ball on the end)
- Anchor chart

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts