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Lesson Plan
Grade/Subject: Grade 1 Science Unit: Topic D: Senses (Sound & Sound Waves) Lesson Duration: 50 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1-9: Students will use the senses to make general and specific observations, and communicate
observations orally and by producing captioned pictures
Specific Learning Outcomes:
3. Students will apply particular senses to identify and describe objects or materials provided and to describe living
things and environments
LEARNING OBJECTIVES
Students will:
1. Understand that sound produces waves (sound waves)
2. Apply their knowledge of sound and sound waves to understand the experiments
3. Remember that sounds are produced by something vibrating
ASSESSMENTS
Observations:
I will observe students working, class
discussions, and have conversations with
students when they are working
Key Questions:
Why does the saran wrap move? Whats the difference in
vibrations? What the difference in sounds? What can you
feel from placing the tuning fork on the desk? Why does
the sound stop when the vibration stops? What words
can you use to describe sounds?
Written/Performance Assessments:
Worksheet to put in their science books I will make sure they filled it in correctly
Bowl
Saran Wrap
Rice
Speaker
Music
Rulers
Tuning forks
Smart Board
Handouts/worksheet on soft/loud sounds
Ukulele
PROCEDURE
Introduction (8 min.):
Hook/Attention Grabber:
Have the model eardrum experiment set up at the front table
When students are quietly sitting in their desks, ask them to come join you around the table
Make sure all students can see the rice on the top of the saran wrap
Ask students what do you think will happen to the rice when I turn the music on? Why?
After a discussion of what could happen, turn the music on loud so students can see the rice moving
Stop the music
Ask students to describe what happens
Ask students why do you think the rice moves when the speaker is turned on?
Robyn Volek
Relate this experiment to yesterday review sound waves & the ear drum
Ask students Can we see the sound waves?
Explain that the plastic wrap is similar to our ear drum it vibrates when sound waves hit it
Ask students what vibrates after sound waves hit the ear drum?
*If the stereo doesnt work, grab a cookie sheet or metal tray and bang it over top of the model eardrum. The sound
waves will still cause the rice to move (the saran wrap to vibrate)
Assessment of Prior Knowledge:
Check understanding of sound waves from yesterday
See that students can relate sound to something vibrating/moving
Check understanding of the pathway that sound waves travel through the ear
Expectations for Learning and Behaviour:
I expect all students to listen quietly and pay attention to the experiment
I expect all students to try to participate in the discussion (I will wait a proper amount of time before calling
on a student, so all students have had a chance to think about sound waves)
Advance Organizer/Agenda:
Tell students we will be experimenting with sound and sound waves more today
Transition to Body:
Have students return to their desks and pull out their rulers everything else should be in their desks
Robyn Volek
Assessments/Differentiation:
By having the tuning forks, students can feel the vibrations from sounds. This should allow students to link together the
idea of sound waves and vibrations
I will walk around and check understanding of the tuning fork and make sure all students are participating
By having an instrument, student can actually see the vibration (the tuning fork allows them to feel it)
By having them observe a vibration, they will be able to connect the vibration to the sound
I will check understanding through our discussions. From this, I will gage if I need to go over vibrations and sounds
again
Robyn Volek
Reflection:
This lesson was a great change for the students! Their engagement was awesome. The
attention grabbing activity worked very well. The only thing I would do differently is make sure I
crank the music! Students were able to see the beads moving, but it would have been more fun to make
them move more.
The second activity was alright. I need to introduce the activity better because students are
just excited to bring out their rulers and play with them. I would demonstrate longer what I want them
to do, and then give them a handout or have them write down the differences between the lengths of
the ruler. This activity might be better when students learn about pitch.
The tuning fork activity was awesome! Students were amazed with the tuning forks. I think
by showing students how the forks vibrate really made them start to think about sound as a vibration.
The only thing I would change for this activity is let all students have a try at making the forks vibrate.
This is something very new to a lot of them and theyre so interested in the material!
Having the instrument representation kept students engaged at the end of the lesson. It
helped them come up with a conclusion about sound. I didnt get to all of the worksheet in this lesson.
I think my pace was way to quick. I would slow all the experiments down and spend more time with
them. I also would allow time for students to experiment themselves with the rulers or tuning forks.