edTPA Indirect Instruction Lesson Plan Template

Sound
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Central Focus/Big Idea: Energy
Subject of this lesson: Sound and the motion it causes
Grade Level: 4th
NC Essential Standard(s): 4.P.3.1 Recognize the basic forms of energy (light, sound, heat,
electrical, and magnetic) as the ability to cause motion or create change
Next Generation Science Standard(s): 4-SEP-1: Use a model to test cause and effect
relationships or interactions concerning the functioning of a natural or designed system.
21st Century Skills:

Creativity and Innovation: Students will be doing a science experiment that will allow them to
see sound.
Critical Thinking: Students will have to figure out how they can make their sound waves change
in order to make the salt from the science experiment move more or less.
Communication: Students will have to communicate with each other in order to effectively
complete their science experiment.
Collaboration: Students will work together to complete a science experiment.

Academic Language Demand

Language Function:
o Analyze: Students will be analyzing the movement of the salt on the plastic that
is stretched over the bowl. They will analyze the changes that happen when they
whisper versus when they speak in a normal voice.
o Describe: Students will describe what happens to the salt when they change the
tone of their voice.
o Predict: Students will predict what they think will happen to the salt before they
start experimenting with it and the tone of their voice.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe
Summarize

Scientific Vocabulary:
o Vibration: something that moves back and forth quickly
o Frequency: the number of wave cycles per second
o Decibel: a unit for measuring the volume of sounds

Explain

o Pitch: the highness or lowness of a musical sound

o Hertz: a unit for measuring the frequency of vibrations and waves, equal to one
cycle per second
o Echo: when a sound repeats because the sound waves have met a large surface
and bounced, or reflected, back
Instructional Objective: Students will learn that sound is one of the basic forms of energy that
causes motion and creates change. Students must be able to answer at least six out of seven
questions on the sound quiz on their own.
Prior Knowledge (student): Students should know some of the things that make sound.
Content Knowledge (teacher): Sound is a type of energy made by vibrations. When any object
vibrates, it causes movement in the air particles. These particles bump into the particles close to
them, which makes them vibrate too causing them to bump into more air particles. This
movement, called sound waves, keeps going until they run out of energy. If your ear is within
range of the vibrations, you hear the sound. Irregular repeating sound waves create
noise, while regular repeating waves produce musical notes. When the
vibrations are fast, you hear a high note. When the vibrations are slow, it creates a low note.
Frequency is the number of wave cycles per second. Decibel is a unit for measuring the volume
of sounds. Pitch is the highness or lowness of a musical sound. Hertz is a unit for measuring the
frequency of vibrations and waves, equal to one cycle per second. Echo is when a sound repeats
because the sound waves have met a large surface and bounced, or reflected, back.
Accommodations for special needs (individual and/or small group): I will provide a list of the
new vocabulary words with their definitions for the students to refer back to. I will also read
aloud the quiz for students who need this accommodation.
Materials and Technology requirements:

SmartBoard
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm
5 empty bowls
5 rubber bands
Plastic wrap
Salt

Total Estimated Time: My lesson will take 30-45 minutes.

Source of lesson:

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm
Pinterest
http://www.education.com/activity/article/See_the_Science_Sound/
http://www.sciencekidsathome.com/science_topics/what_is_sound.html
http://www.fearofphysics.com/Sound/sounds.html

Safety considerations: I will keep students safe in my lesson by making sure that they dont put
the salt in their mouths. I will also make sure that they dont turn the volume up too high on
their computers because this can be hazardous to their ears and hearing.

Content and Strategies (Procedure)

Engage: I will start the lesson off by having students think of things that make loud sounds and
things that make soft sounds. What is the loudest sound that you have ever heard? What is the
softest sound that you have ever heard? How do loud sounds make you feel? How do soft
sounds make you feel?
Explore: Students will do a science experiment on the science of sound. I will put the students
in groups of four or five. Each group will be given an empty bowl, plastic wrap, a rubber band,
and salt. Students will put plastic wrap over the top of their bowl and they will secure it with a
rubber band. They will put salt onto the plastic that they will observe. Students will take turns
getting close to the plastic and speaking. They will describe, in their notebooks, what they see
happening to the salt. They can whisper, hum, and speak in a regular tone to see how each of
these change the movements of the salt. What happens when you whisper near the salt? What
happens when you hum near the salt? What happens when you speak near the salt?
Explanation: I will ask Why do you think the salt moves when you make sound near it? We
will have a discussion about what seemed to make the salt move more and what seemed to make
the salt move less. I will show the class the video from the sound StudyJam. We will discuss
each of the vocabulary words that relate to sound that the video discussed. What does
frequency mean? What do decibels measure? What is pitch? What is an echo? What does hertz
measure? We will have a discussion about each of these and I will allow students to help
construct the meaning of these vocabulary words through the discussion.
Elaborate: Students will go to the website http://www.fearofphysics.com/Sound/sounds.html.
They will listen to sounds that are at different Hertz. They will listen to several different sounds
at once to see if they can figure out how many sounds are playing at different Hertz. They will
also get to hear the different tones that phone companies use for the different number keys on
phones and they will get to see how many Hertz they are measured at. As they are listening to
the sounds, they will write down observations of the pitch. Does the sound have a high pitch or
a low pitch?
Evaluate: I will use both a formative and summative assessment. My formative assessment will
be through questioning as the lesson is in progress. After the lesson is over, I will have students
independently complete the sound quiz that is attached below. This will be my summative
assessment.