Lesson Plan Day 5

Teacher Candidate: Emily Pappas Date: 2/18/24

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 understand and define pitch.
2. Students will be able to observe pitch.

Formative Assessment Approaches Evidence observation or method of collection

1. Exit slip Quiz 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.
- Pitch: How high or low a sound is.
- Sound Source: The object creating the sound.
- Sound receiver: the object that receives the sound; ear.
- Pitch: How high or low sounds are.

Content/Facts
Introduction/Activating/Launch Strategies
1. The teacher will call the students to the purple rug. The teacher will tell the student to
put on their lab coats and goggles to become sound scientists. 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.
2. The teacher will then ask the students to quietly go back to their seats. The teacher will
then play a pitch video: Sound Waves: High Pitch and Low Pitch (stop video around
1:45)
3. The teacher will make the students raise their right hand and promise to be proper
sound scientists. To be respectful to the equipment and to each other.
4. The teacher will then introduce pitch with the kalimba. The higher and lower sounds
are made by the length of the kalimbas keys. These lengths can be moved creating a
higher pitch - shorter length or lower pitch - longer in length.

Development/Teaching Approaches
1. The teacher will introduce to the students that they will be observing pitch for today's
lesson. The teacher will introduce pitch with a popsicle stick.
- The teacher will pass out popsicle sticks to the students and ask them to try to
create a vibration creating a sound without banging the popsicle stick onto the
desk or ground. The students will have 1 minute to play around with their
popsicle stick to try and create a high pitch sound and a low pitch sound. (the
teacher will set a timer on the smart board)
2. The teacher will then stop the students and show them how to create a low and high
pitch.
- The teacher will demonstrate that different pitch sounds are created when the
popsicle stick hangs off of the desk at different lengths. More for lower pitches
and less for higher pitches.
3. The teacher will hand out the xylophone to the students. The teacher will give the
students 1 minute to play with their xylophone and create music however they choose.
Once they are done, (the teacher will set a timer on the smart board) the students will
be asked to create and observe a high pitch sound and a low pitch sound by hitting the
mallets on the xylophone.
4. The teacher will ask the students to hit each key. The teacher will then prompt the
question.
- Teacher response: “Can anyone tell me which one of the xylophone keys made
a high pitch sound and which one created a low pitch sound?
Possible student response: “The longer key made a lower pitch sound and the
smaller key created a higher pitch sound.”
 Teacher response: “Yes, the higher the pitch the smaller the length of the key
is and the longer the object the lower the pitch!
5. The teacher will call the students quietly to the rug.

Closure/Summarizing Strategies
1. The teacher will pass out a small quiz for the students to complete on; vibration,
volume and sound. The students will be asked to take off their sound scientist goggles
and jackets.

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

Materials and Resources:

- Exit Quiz Quiz day 5
- Xylophone
- Anchor chart
- Popsicle sticks

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts