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 Sound Moves

Prerequisite Knowledge/Skills: Students know what where sound comes from.

They know it a form of energy. They also know how light 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 sound through experimentation with a variety of
sound sources. P.EN.03.31;S.I.A.03.12

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

various prompts. Looking at their worksheets they fill out during the investigation.
Listening to responses at the end of the lesson when we go over worksheets all
together. Also looking at the quiz over previous material.
Instructional Resources: Slinky, Paper Cups, String, Paper Clip

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 activities all -Brainstorm with
-Example will be on the together. partners.
projector. (visual) -Hands on experiences.
-Responses will be
recorded on the white
board. (visual)
-First hand experience
with the telephone cups.
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. Apply questions turn and talk portions of -Work through the
to the experiences the lesson. They also can worksheet all together
students have in the write answers down on as a class.
investigation. the worksheet.
Options for Options for Executive
Comprehension Function
-Students can recall their -The information is
experiences from the experienced first hand in
investigation. the investigation then
expanded on in whole
group discussion.
Options for Self-
Regulation
- Class is all at the
same part of the
investigation at the
same time so they can
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 making telephone cups.

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 up front at the
risers for 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

- Call students to the risers

Development: [It may help to number your steps with corresponding times.]
-Recall where sound all comes from, vibrations. Brainstorm how sound might
travel?

-Field responses and create a KWL about how sound moves.

-Ask class what would happen if you vibrated something in the water what would
happen? What about if you vibrated the slinky that you have?

-Pull out the slinky and push it in and out, make sure you create longitudinal
waves. Explain this is what sound waves look like. They come from the object
that is vibrating then move through sound waves to our ears.

-Brainstorm what types of mediums can sound waves travel through?

-Field responses. Prompt thinking to get to solids, liquids, and gasses.

-Test the theory by having students go back to their seats and quietly placing
their heads down. Walk around and tap on the desk and ask if students could
hear the knock. What medium were the sound waves travelling through?

-What about when talking, what is the medium?

-Model the activity students are going to do. Pass out the phones that have
already been created along with the worksheet.

-Students will complete the task.

-As students finish the worksheet bring them back together large group.

-In large group go back over the worksheet all together and make sure to
emphasize sound waves and mediums.

Closure:

-Ask students to remind you what is sound 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 #4

1. What is light?

A) A form of energy
B) A wave
C) An idea

2. What of the following colors is NOT in white light?

A) Red
B) Orange
C) Green
D) Pink

3. What does all sound come from?

A) Vibrations
B) Loudness
C) People
D) Your ears

Name:__________________
Sound Movement Investigation

Take one telephone and give a partner the other phone. Separate yourselves
so the string is all the way tight. Have one person hold the phone to their
ear while the other person talks into it. Switch partners after so each
person gets a chance.

1. How did the sound travel from you to your partner?

_________________________________________________________

_________________________________________________________
2. What was the medium that the sound waves travelled through?

_________________________________________________________

________________________________________________________

Now repeat the activity, but use a scissors and cut the string in half while

talking.

3. What did you notice?

_________________________________________________________

________________________________________________________

4. Why could you no longer hear your partner?

_________________________________________________________

________________________________________________________

5. What is the medium sound waves travel by when you are talking to a

partner without a string telephone?

_____________________

6. Circle all the mediums that sound waves can travel by

A.) Gas (air)

B.) Liquid

C.) Solid