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Lesson 7 Sound and Light

Nathan Walters created a lesson plan for a 3rd grade class on sound and light. The plan included objectives to identify light and sound as forms of energy and investigate properties of light. Formative assessments included observing student responses and diagrams. Students would use a slinky to experience sound waves and an ear diagram to learn ear parts and functions. The plan incorporated multiple means of representation, expression, and engagement through hands-on activities, turn and talk discussions, and whole class participation. Behavior management strategies included gaining attention signals and redirecting individuals with questioning. The lesson would motivate with a review quiz, develop understanding through demonstrations and a video, and close with a recap of sound.

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96 views

Lesson 7 Sound and Light

Nathan Walters created a lesson plan for a 3rd grade class on sound and light. The plan included objectives to identify light and sound as forms of energy and investigate properties of light. Formative assessments included observing student responses and diagrams. Students would use a slinky to experience sound waves and an ear diagram to learn ear parts and functions. The plan incorporated multiple means of representation, expression, and engagement through hands-on activities, turn and talk discussions, and whole class participation. Behavior management strategies included gaining attention signals and redirecting individuals with questioning. The lesson would motivate with a review quiz, develop understanding through demonstrations and a video, and close with a recap of sound.

Uploaded by

api-337406556
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Nathan Walters Date:


Grade Level:3rd Subject/Topic: Sound and Light
Approx. time spent planning this lesson: 1 Hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus: How Do We Perceive Sound

Prerequisite Knowledge/Skills: Students know what sound is and how sound


moves.

Objectives: [Indicate connections to applicable national or state standards.]


TLW identify light and sound as forms of energy. P.EN.03.11;S.I.A.03.12
TLW investigate properties of light. P.EN.03.21;S.I.A.03.12
TLW demonstrate how a shadow is made. P.EN.03.21;S.I.A.03.13

Assessment: [Formative and Summative] Formative seeing their responses to


various prompts. Looking at their diagrams. Also looking at the quiz over
previous material.
Instructional Resources: Ear diagram, Slinky, Bill Nye movie

Universal Design for Learning Networks/Domains (see UDL Guidelines )


RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
-Instructions will be action/interaction interest
spoken out loud. (auditory) -Hands on activity all -Brainstorm with
-Example will be on the together. partners.
projector. (visual) -Hands on experience.
-Responses will be
recorded on the white
board. (visual)
-First hand experience
with the slinky.
Options for Options for Expression Options for
Language/Symbols -Students have chance to Sustaining Effort &
-Go over questions all talk to partners during Persistence
together. turn and talk portions of -Work through the
the lesson. They also can diagram all together as
write answers down on a class.
the diagram.
Options for Options for Executive Options for Self-
Comprehension Function Regulation
-Students can recall their -The information is - Class is all at the
experiences from the experienced first hand in same part of the
slinky and sound center the slinky experience then investigation at the
experience it is applied to the eye same time so they can
diagram. compare with partners
to make sure they are
where they should be.

DOMAIN 2: THE CLASSROOM ENVIRONMENT


COVENANT MANAGEMENT: Relationship & community building (Note any
specific ways in which you plan to build or strengthen relationships and
community – student-student & teacher - student.]
Students will have chances to turn and talk to a partner. Students get the chance to step
up and lead the class by sharing their answers to the question prompts. Students also
will get the chance to work with partners in looking at the diagram initially.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to


encourage self regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
-And a hush fell over the crown
-Give me 5.
Strategies you intend to use to redirect individual students:
Lots of questioning. “Are you doing your job?” “Are you helping others?” “What
are you supposed to be doing?” “Can you please move to a spot that will help
your learning?”

PHYSICAL ENVIRONMENT: Note any specific ways you will use the
environment to contribute to the learning. Students will be at their table
groups most of the lesson.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students
into the content.]
-Students will take the review quiz.

-Go over the quiz all together on the document camera


Development: [It may help to number your steps with corresponding times.]
-Recall what is sound, how does it move?

-Field responses

-Prompt students on how they think it is that we hear using what they know about
sound?

-Field responses and explain that for us to hear something the sound waves
coming from the vibrations of the object making the sound have to enter our ear.

-Model this with the slinky representing sound waves.

-Have students hum or talk to a partner and feel their throat vibrate.

-Ask students where the sound is coming from, how they know, and how does it
get from their partner to their ear?

-Field responses. Prompt thinking to get to the realization that the vibrations in
their throat cause sound waves to start and they travel by the air into the other
persons ear

-Introduce ear diagram

-On the document camera go over the parts of the ear and what the function of
each part is. Draw sticks for students to help.

-Put in Bill Nye Ear/Sound video. Instruct students that they may take notes if
they wish.

Closure:

-Ask students to remind you what sound is and how does it move?

-Give instructions for what to do with the worksheet.

-Release students to go get ready to pack up for the end of the day

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES


CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note
recent evidence of your efforts as a professional.

Name:__________________
Quiz #6

1. Draw a picture below to show how to create a shadow


of yourself. Include a light, yourself, and where your
shadow will show up.
2. How does light travel?
A) In straight lines
B) In circles
C) However it wants
D) By train

3. Draw a picture of what diffraction glasses do to white


light.

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