SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

Name CWID Subject Area

Erin Crowley 893478016 Life Science/Foundational Level

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Science Glass Bottle Music Wave Properties 8 51
CLASS DESCRIPTION (including specific special needs and language proficiencies)
This class period consists of 17 Males and 16 Females. The range of ethnicities include Caucasian, Hispanic/Latinx, and
multiple Asian descents. Five students within this class period are identified as IEP. The reasons for the IEP labels include
attention issues, diagnosed ADHD, limited strength/vitality/alertness, hearing loss, and language processing deficits. One
student is on a 504 plan for PHPV (detached retina/full blindness in left eye). There are also two limited English students.
IEP students have access to an aid during this class period.
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
SDAIE (Integrated ELD)
CCSS Math, CCSS ELA & Literacy History/Social Content Objective(s)
Strategies for developing
Studies, Science and Technical Subjects, NGSS, and (cognitive, psychomotor,
knowledge in the content
Content Standards affective)
area
MS-PS4-1. Use mathematical representations to
describe a simple model for waves that
includes how the amplitude of a wave is
related to the energy in a wave.
[Clarification Statement: Emphasis is on Within an initial class period,
describing waves with both qualitative and students will be able to
quantitative thinking.] [Assessment make a claim about how
Boundary: Assessment does not include different amounts of water in
electromagnetic waves and is limited to a glass bottle affect sound
- Specific partner
standard repeating waves.] based on prior knowledge
pairing
and information gained from
- Consistent check-
MS-PS4-2. Develop and use a model to describe in-class videos. Within a
ins for
second-class period,
that waves are reflected, absorbed, or understanding
students will be able to
transmitted through various materials. - In-class aid support
revise their claims about
[Clarification Statement: Emphasis is on - Visuals/Diagrams
how different amounts of
both light and mechanical waves. water in a glass bottle affect
Examples of models could include sound based on evidence
drawings, simulations, and written obtained through
experimentation.
descriptions.] [Assessment Boundary:
Assessment is limited to qualitative
applications pertaining to light and
mechanical waves.]

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Amplitude, Wavelength, Crest, Trough, Medium, Digital
Vibrations, Frequency, Pitch, Sound Wave
Signal, Analog Signal, Vacuum
SDAIE Strategies for
Disciplinary Language
English Language Development Standards (ELD) developing knowledge of
Objective(s)
disciplinary English
- Pre-established
ELD P1.8.A.1: Exchanging information and ideas with - Students will be
class routine allows
others through oral collaborative discussions on a range of able to express their
for students to
social and academic topics claims in written
prepare for possible
form
speaking to class
ELD P1.8.A.3: Offering and justifying opinions, negotiating - Students will be - Small group work
with and persuading others in communicative exchanges able to allows for more
communicate their speaking
ELD P1.8.B.5: Listening actively to spoken English in a evidence orally and opportunities
range of social and academic contexts in writing - Specific partner
pairing to engage in
ELD P1.8.C.12: Selecting and applying varied and precise conversation
vocabulary and other language resources to effectively
convey ideas
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
- SN student: attention
- SN student: ADHD - Applies to all students:
- SN student: Limited strength/vitality/alertness - Special partner pairing
- SN student: hearing loss - Consistent check ins throughout lesson
- SN student: expressive language deficits - In-class aid support
- SN student: vision impairment
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Let’s the teacher know if
Check if students the students understood
understand prior content, Warm-up question at the prior lesson, and if
EL Immediate: discussion
and what they know beginning of class they already have prior
about upcoming topics. knowledge of the
upcoming lesson.
Seeing what types of
results students are
Monitor student Teacher walking around Immediate feedback on getting allows the teacher
PM engagement and and monitoring data any information/question to announce any need
comprehension collection clarification information or help guide
individual groups towards
the correct path.
Students will receive their The unit exam informs
exam grade within the teaching by seeing which
day, as the exam is taken concepts students might
online and is graded not have understood. This
instantly. will allow for alteration to
Students will be future teachings.
completing their The summative task
Multiple Choice/True-
Have students apply all Earthquake Rescue shows the teacher how
False/Fill in the blank
the information they have Plans over the course of much the students
S exam
learned throughout the three to four days. After understand the concepts
Summative task-
course of the unit each day of work, that and how they relate to
Earthquake Rescue Plan
portion will be graded, each other. To effectively
and feedback will be create the rescue plan,
added. Students will be students will need to
able to see their feedback show their knowledge of
the next class period and the sound concepts and
then use that to better how they all relate to each
their work the next day. other.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Day 1:
Day 1:
- Warm-up question: “How do we communicate
- By the time the bell rings, students are in their
5 min with sound?”
seats with their notebooks open, writing down
- Teacher will instruct students to complete the
the warm-up question.
question individually
 - Teacher will instruct students to share answer
with “shoulder partner”
- Teacher will randomly (using a deck of cards)
choose three students to share their answers
with the class
- Teacher will elaborate on the answer if not all
the information was shared by the students
Day 2:
- Warm-up question: “List 3 discoveries and 2
wonders you have about sound after
Tuesday’s videos.”
- Teacher will instruct students to complete the
question individually
- Teacher will instruct students to be ready for
her to come around and check their
vocabulary pages (pg. 72&73 in notebooks)
from prior day.
- Teacher will be checking the vocabulary
pages for completion. Points will be taken off
if students did not complete certain sections
or did not follow directions.
- Teacher will instruct students to share answer
with “shoulder partner”
- Teacher will randomly (using a deck of cards)
choose three students to share their answers
with the class
Lesson Body
Time Teacher Does
Day 1:
- Teacher will inform students of the overall
anchoring activity for the unit. The anchoring
activity is an earthquake escape plan.
Students are to learn about sound and how it
travels to be able to send a message to
rescue teams outside of the classroom.
- Teacher will pass out both the task card and
the output sheet for students to glue into their
notebooks. The task card is glued down on
page 69, and the output sheet is glued onto
page 68.
- Teacher will go over the guiding question for
the activity (How does the amount of water in
a glass bottle affect the sound?) and the task
directions, which are all listed on the
40 min
PowerPoint presentation.
- Teacher will show the students a total of three
videos
- After each video, the teacher will instruct the
students to use the information learned to
create claims based on the three investigation
questions listed on the task card.
Day 2:
- Teacher will not need to pass out the task
card and output pages for their notebook
because they were passed out for the first
portion of the lab two days prior
- Teacher will inform students that they will be
working on both the output sheet and will also
be completing the task card by revising their
claims.
- Students will answer the warm-up question
individually
- Students will share their answers with their
“shoulder partner”
- Students will be prepared to possibly be called
on to share answer with class
Day 2:
- By the time the bell rings, students are in their
seats with their notebooks open, writing down
the warm-up question.
- Students will answer the warm-up question
individually
- Students will be ready to turn to their
vocabulary page so that the teacher can
check
- Students will share answers with “shoulder
partner”
- Students will be prepared to possibly be called
on to share answer with class
Student Does
Day 1:
- Students will have a chance to ask questions
about the anchoring activity for the unit
- Students will glue down their task and output
sheets into their notebooks on pages 68 and
69
- Students will actively follow along with the
reading of the guiding question and task
directions
- Students will watch each video one at a time
- After each video, students will use their
information from the videos to make their
claims regarding the investigation questions
on the task sheet
Day 2:
- Students will already have the lab pages
glued into their notebooks, because they have
completed the first portion of the lab two days
prior
- Students will note which portion of the lab they
are conducting that day
- Students will pay attention to the lab safety,
clarifications, and find out what their specific
lab role is
- Students will use glass bottles to experiment
with sound and pitch by both tapping and
blowing on the bottles with different water
levels
- Students will NOT be able to alter their claims
that were made two days prior
- Students will be creating revised claims and
adding them to the table on the task card
 - Teacher will explain what the students will be - Along with their revised claim, students will
doing during the lab activity, which is taken present evidence to support their revised
directly from the output sheet and task card. claims
- Teacher will explain the lab safety regarding - Students will annotate the bottle diagrams
using glass, and how students will need to be with information regarding the water levels in
standing with their chairs pushed in while each bottle
conducting the lab. - Students will be sure to answer all questions,
- Teacher will explain the lab group roles, as annotate all diagrams, and complete the task
they are stated in the PowerPoint presentation card table
- Teacher will release students to work in their
lab groups
- Teacher will walk around and monitor
students answers. If students are beginning to
go in the wrong direction, the teacher will ask
guiding questions
Lesson Closure
Time Teacher Does Student Does
Day 1:
- Teacher will remind students to have all their
initial claims written down before the period is
over
Day 2: Day 1:
- Teacher will instruct students to clean up their - Students will add information to their initial
lab supplies and return the tubs to the front of claims until the period is over
the room Day 2:
- Teacher will not proceed until all lab supplies - Students will clean up their lab supplies,
are returned making sure to complete anything their roles
- The teacher will play a final video that shows entail
5 min
the same lab and further explains the - Students will reference their task and output
phenomenon sheets and edit anything that needs to be
- The teacher will go over the results that changed based of the teacher’s given
students should have gotten information
- Blowing across the bottle, the pattern from low - Students will make sure their “light-bulb”
to high pitch is low water to high water pages are set up and have a chance to work
- Tapping the bottles, the pattern from low to on it, if there is time remaining
high pitch is more water to less water
- Teacher will reference new unit “light-bulb”
pages in notebook for students to work on if
there is excess time
Instructional Materials, Equipment, and Multimedia
- PowerPoint presentation including warm-up question and lab procedures
- Activity task card
- “How Does It Work?” Information sheet
- “Glass Bottle Music” Output sheet
- Glass bottles
- Water
- Pitchers
- Funnels
Student Evidence
Who learned? How will I know?
For this lesson, one form of student evidence is the output sheet and the task card. To judge if students have learned the
content, the focus will be on the student’s claim revisions. Students original claims are based off a video, so their revisions
will either support their video assumptions or not. Based on the student evidence, I will be able to see which students
were able to obtain successful data during the lab activity. With the correct data, students will be able to revise their
claims to correctly answer the guiding question. Those that made correct and thorough revisions to their claim allow me to
see their understanding.
Another form of student evidence is their ability to be self-sufficient when conducting argumentation activities. This lesson
is centered around argumentation based on a guiding question. Continued practice with this specific epistemic practice
will improve students’ chances at attaining self-sufficiency. Student evidence would be clear in a future lesson, depending
on how well students are able to conduct argumentation without needing guidance.

What was learned/not learned? How will I know?

Based off the initial videos during the first day of the lesson, students made claims. If students had some sort of claim
relating tapping/blowing to high and low pitch, then we were satisfied with the claim. It was a bonus if they added any
details of the water levels. The next opportunity was the hands-on investigation. Student understanding will be checked
based on student’s revised claims and drawings of the water levels. Their revised claims should mention low and high
pitch for both tapping and blowing on the bottles. They should have also included the relationship of water level to pitch.
When revising their claims, students will need to note the patterns of the sound produced by the glass bottles.
Performance Task
The performance task for the Wave Properties unit will be to create an earthquake rescue message plan. The focus
question for the summative task is “How can you use sound waves through different medium to send a successful rescue
message?”
Students are given the following background info:
A major earthquake has occurred in the So-Cal area and you are in science class at the time. You and all your classmates
are trapped in the classroom. All the doors and windows are blocked with rubble, which prevents both escape and the
ability to yell for help. The room has become sound-proof! Rescue teams are outside the building and we need to find a
way to let them know that we are in here.
With that background info, students are to use their knowledge of sound, learned throughout the sound unit, to create a
plan to send a message to the rescue teams that they are in the classroom. Yelling alone will not work. The students are
limited to the limited resources within the classroom, Students will need to utilize their knowledge of sound within
mediums and wave properties to send the messages. Students will be both creating models and writing detailed
explanations using relevant vocabulary to help explain their plans. The use of vocabulary alone will not suffice. Students
will need to show that they understand how the concepts of sound relate to each other. This task will utilize both modeling
and argumentation.
This summative task will be broken up into four sections. The four sections will be broken up and done over the course of
three to four days.
- Part 1 (Group) Engineering a Solution: Students will be given the background information regarding the
earthquake situation. They will be listing the constraints of the rescue plan and how each constraint limits them.
Students will then list 5 different ways to use sound to send an SOS message. Once the 5 different ways are
listed, students will rank them from 1-5 in terms of best idea to worst. Students will then take their top two ideas
and briefly describe each method and add scientific reasoning to back it up.
- Part 2 (Individual) Constructing a Model: Students will work individually on this portion of the summative task.
For their top two message ideas, students will list the materials required and then give a scientific reasoning for
why they wanted to use that material. Next students will draw initial models of their top two message ideas, being
sure to annotate the model.
- Part 3 (Group) Constructing a Group Model: Students will work in their lab groups to revise their original
models. They will be redrawing their models and add any revisions. The models need to include labels for all
equipment used, drawn sound waves, and annotations to tell how the sound is behaving in different mediums.
Students will also be writing explanations for their models. The explanations need to use 6 of the vocabulary
words from the unit (amplitude, frequency, wavelength, vibrations, medium, and mechanical waves). Students will
need to highlight all the vocab terms so that they are easier to spot when grading.
- Part 4 (Individual) Explanations: Students will be individually picking their top method for sending a rescue
message and creating evidence-based explanations for that method. They will briefly describe the method, and
provide 3 scientific evidence statements to support it. Students will also list two limitations or inaccuracies for this
method. Students will list all the mediums that the sound wave will travel through and then scientifically explain
why they chose those mediums. Lastly, students will decide if the message being sent is a digital or analog
message and explain why.
This task will total to be a 50-point assignment and will also be assessed based on a rubric. Each of the four parts will
have its own criteria within the rubric.