UNIVERSITY OF JOHANNESBURG

FACULTY OF EDUCATION: SP & FET METHODOLOGY AND PRACTICE

LESSON DESIGN TEMPLATE: MOFPLA3

Student surname Student number

and initials ZT Galetlhobogwe 221076211

Name of school Tshedimosetso Secondary School Name of class Ms Galetlhobogwe

teacher

1. Grade (Who are the learners):

2. Subject area: Life sciences

3. Topic from CAPS: Sound waves

4. Content Strand: Waves, sound and light

5. Is this lesson part of a series? Yes, the topic is indeed a series. This topic encompasses a cohesive sequence of
concepts, including waves, sound, and light. We delve into two primary types of waves: transverse and longitudinal.
Furthermore, we explore light waves and sound waves, where transverse waves are associated with light, and
longitudinal waves are linked to sound
The key question that this lesson addresses is:
The aim of the lesson (links to the key question): to investigate how sound waves are produced by vibrating objects
and how these vibrations travel through different mediums.

The aim of the lesson in relation to competencies for a changing world: Providing opportunities for learners to articulate
their understanding of sound waves through discussions.

The objectives of the lesson are: By the ned of this lesson, learners will be able to: Define sound waves

• Identify the characteristics of sound waves, including frequency, wavelength, amplitude, and
speed.
• Describe how sound waves are produced by vibrating objects and how those vibrations
propagate through air, water, and solids.
 Phases of the lesson (Indicate time Teaching practices to elicit and Principles invoked - Explain Competencies2 ASSESSMENT
allocated to each phase and the support learner engagement. the rationale for using addressed and an
resources1 that will be used) specific teaching practices explanation of how
drawing on the principles these will be infused. (IN
I will show them a video of related to the learning RELATION TO THE
a transverse wave and ask process and the TEACHING PRACTICE
Initiation/Introduction
them to share what they implications for classroom USED).
1.I will ask them if they know what practice
a wave is, and if they have seen it have taken from it with
on TV the class through
Principle: We
discussion and relate them COLLABORATION
understand/learn new
• DISCUSSIONS
to what they have seen on things by relating them to
2. I will then define a wave
TV about oceans/waves what we already know

3. Play a 3-minute video showing

sound wave A video provides a
preliminary overview
Indicate the resources or introduction to the
topic and establishes
• YouTube video
context by displaying
Teacher’s notes
real-world examples.

1 The resources that will be used throughout the lesson should be outlined in relation to the teaching practices
2 Competence refers to an individual's capacity to perform actions or responsibilities. Competency focuses on an individual's actual performance in a particular situation.
Engaging with new content key I will use a
PRINCIPLE: learning COMMUNICATION
• Discuss
• diagram/drawing involves our working
characteristics such
to visually and long-term
as amplitude,
illustrate the memory
wavelength,
characteristics of
frequency, period, To ensure that
a sound wave.
and wave speed. as learners understand I
Ask questions
(same continuously must ask
•
longitudinal) them questions to
check their
understanding

RESOURCES
Diagrams
Visual illustrations
Consolidation (closure) • I will give them a quiz
Formative assessment
• I will also give PRINCIPLE: having
Quiz Critical thinking
them some diagrams learned something
for practice does not imply that
purposes. transfer will happen
automatically These
activities allow
learners to engage

with the material

immediately after it is
presented, reinforcing
their understanding
and retention of the
concepts
ASSESSMENT
Assessment: quiz
1. Sound waves are an example of which type of wave? a) Transverse wave b) Longitudinal wave c) Electromagnetic
wave d) Mechanical wave
2. What is the medium through which sound waves travel? a) Vacuum b) Solid, liquid, or gas c) Only through solids d)
Only through liquids
3. The frequency of a sound wave is measured in: a) Decibels b) Hertz c) Meters per second d) Watts
4. True or False: Sound waves cannot travel through a vacuum.
5. What is the speed of sound in air at room temperature (approximately)? a) 340 meters per second b) 1000 meters
per second c) 150,000 meters per second d) 3 x 10^8 meters per second
6. The pitch of a sound is determined by its: a) Amplitude b) Frequency c) Wavelength d) Speed
7. Which of the following materials would allow sound to travel the fastest? a) Air b) Water c) Steel d) Wood
8. The amplitude of a sound wave is related to its: a) Loudness b) Frequency c) Wavelength d) Speed
9. What happens to the pitch of a sound as the frequency increases? a) The pitch increases b) The pitch decreases c)
The pitch remains constant d) The pitch becomes inaudible
Memo
1. b) Longitudinal wave
2. b) Solid, liquid, or gas
3. b) Hertz
4. True
5. a) 340 meters per second
6. b) Frequency
7. c) Steel
8. a) Loudness
 9. a) The pitch increases

REFLECTION (To be completed after delivery of the lesson)

What I particularly enjoyed about the lesson on sound waves was the opportunity it provided for my Grade 10
learners to engage with the fundamental principles of physical sciences, while simultaneously developing their critical
thinking and inquiry skills. The learners successfully made connections between sound waves and longitudinal waves,
differentiating between the two and recognizing the distinct characteristics of each. Additionally, they were able to
distinguish between sound waves and transverse waves, such as light waves. The use of hands-on materials, including
a string and a speaker, greatly facilitated the learners' understanding of concepts like pitch and loudness. However, I
felt that the lesson was somewhat rushed due to the condensed class period on Fridays, which limited the time
available for exploring additional examples and reinforcing key concepts.