WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Ashley King

Date: 3/18/15
School: Poca Middle School
Grade/Subject: 7th Grade Science
Unit Topic: Sound Waves
Lesson Topic: Sound and Vibration
Lesson 1
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will identify sound vocabulary such as: hair cells, vibrations, ear
drums, sound waves, pitch etc.
2. Students will discover how our ear detects sound.
3. Students will duplicate a word web as a scaffolding tool for future reference.
WV CSOS
7.2.18 Identify the characteristics of sound waves and describe how sound is
perceived by the ear. 1 and 2
NATIONAL STANDARDS/Common Core Standards
CCSS.ELA.Literacy.RST.6-8.2 determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior knowledge or opinions.
1 and 2
CCSS.ELA-Literacy.RST.6-8.4 determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics. 1 and 2
CCSS.ELA-Literacy-RST.6-8.7 integrate quantitative or technical information
expressed in words in a text with a version of that information expressed visually
(e.g. in a flow chart, diagram, model, graph, or table).3
MANAGEMENT FRAMEWORK
Overall Time 60 minutes
Time Frame 5 minute introduction
35-40 minutes to read the article and do word web
20 minutes to take assessment
STRATEGIES
Active participation
Addressing special needs students
Addressing student learning styles
Advance organizers
Connect to prior knowledge/learning
Formative assessment
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)

Provide the student who is going blind with her assistive technology that she uses
when reading (Visiobook)
I will read aloud to students for those who have IEPs for reading, but I will also ask
for volunteers so that I can have classroom participation.
I will discuss the entire article as we read aloud
I will use a word web so that students can visually see the vocabulary and how all of
the details of the article work together.
PROCEDURES: Introduction/ Lesson Set
1. Ask students some questions from their webquest from Monday and Tuesday.
a. What is sound? A form of energy that vibrates
b. Can sound travel through space and why not? No because space
is a vacuum
c. What can sound travel through? Solids, liquids, and gases. What
are these called? Mediums
2. Next, I will pass out the Sound and Vibrations article from Kids Discover
PROCEDURES: Body & Transitions
3. I will read the first paragraph and ask the students what they think this article
is going to be about just from the title and the first paragraph. Hopefully they
will tell me sound. I will write this word on the board and it will be our center
of our web diagram.
4. I will ask if there are any volunteers to read the next paragraph, if there
arent I will read the paragraph. This paragraph is about how sound is energy.
I will ask the students what they think is important from this paragraph, and
where we should write it on the web diagram. I want them to learn how to do
this on their own so that they can organize their thoughts. I will ask the
students what the definition of energy is. The definition is the ability to cause
change.
5. There are two pictures that provide examples of why sound is important, I will
ask them if they want to list one of them on the web diagram so that they
have an example for future reference.
6. I will again ask if there are any volunteers who would like to read, and then if
not I will read the next paragraph. If there are volunteers, I will pick one, and
allow them to read. I will discuss the paragraph either way. This paragraph is
about vibration. I will ask the students what vibration is. I will write this word
on the word web off from sound, and tell them that we could put the
definition so that we could remember for later.
7. The next vocabulary word is medium. I will ask students what a medium is,
and why it is important for sound. We will list this vocabulary word with the
definition, a substance through which vibrations can travel as a means for
communication, on the word web. I will start having students come up to the
board and writing the important information.
8. This same paragraph talks about vibrations on a glass after striking a spoon
on it. I will explain that the glass shudders and shakes with the vibrations. It
is pushing on the surrounding air molecules and causing them to move. With
each forward motion, air molecules pulse outward, pushing other air
molecules and crowding them together. With each backward motion, the
molecules get less crowded. The forward and backward vibrations of the
glass create a chain reaction of crowded and not-so-crowded molecules that
ripples through the air. This traveling vibration is called a sound wave.
9. This word will be written on our word web under vibrations. We will draw the

example from the article. The picture has a caption about the vocabulary of
the wave. We will write these vocabulary words on the wave and label each
part.
10.The next picture shows a man listening through a wall with a cup with a
description of how you can hear through solids better than you can hear
through fluids like air. I will explain to students that this is because the wall
absorbs most of the vibrations which can then be listened through the cup so
that the vibrations are amplified and your brain hears sounds because of the
vibrations.
11.The next picture talks about how you cannot hear sound in a vacuum, like
outer space. This will be an important point I will have a student put on the
word web off from the main word sound. We can label it vacuum: no sound
can travel through a vacuum because there is no matter.
12.The next paragraph I will have a student volunteer read. This one is about the
speed of sound and the speed of light, I will point out that these are
important to know, and try to relate the speed to something they can
understand. The speed of light is 186,000 miles/second. I will explain that
that would be like running 186,000 miles on the track in one second. Most
people take 9-13 minutes to run one mile on a track. The speed of sound is
much smaller than this. It only goes .211 miles per second, so it goes less
than a mile per second. Students need to understand this because the next
picture is asking about why we see lightening before we hear thunder.
13.The next paragraph talks about Mach 1, which is the speed of sound. When
we label speed and sound on the web diagram, we can put Mach 1 on the
same circle as speed of sound.
14.Explain to students how important hair cells are and why we cannot ruin
them. Write this word on our word web. Explain some ways that we can
destroy our hair cells as well.
15.I will go over the diagram of the ear, and we will label the important
vocabulary on our word diagram: hammer, anvil, and stirrup.
16.I will have the student read the next paragraph about the three main
components of sound: pitch, loudness, and timbre. We will write these words
on our word diagram. I want the students to copy this as we write it. I think
that it is important for students to practice these things, especially this group
of students. Mrs. Duncan says that they do not know how to use resources
such as books or graphic organizers. So I am going help Mrs. Duncan
reinforce this.
17.This paragraph also talks about frequency which is really important in
physics. I will explain to the students that frequency is the wavelengths that
travel through the air per second and that it is measured in a unit called
Hertz. We will label this on our word diagram.
18.The next paragraph talks about echoes. This is important because echoes are
the way that sound waves are reflected. We will add this to our word web.
19.After our reading, I want to go back over key words we found on our word
web. I want to explain to them that this is how they can organize their
thoughts, even if it looks like a jumbled mess. They can go back through and
reorganize and move their thoughts to other places they see fit, and break of
their study habits into sections instead of studying for a huge chapter exam
all in one session.
20.After we finish going over the word web, I will give the assessment. I will

erase the word web from the board and ask the students to clear their desks.
I want to see what they have learned through my assignment from doing the
word web, without them having to use the word web.
PROCEDURES: Closure
21.After the assessment is over, we will go over the answers to the assessment
after I collect their papers. This will be a good review for what we went over. I
will also reinforce how important organizing their thoughts into graphic
organizers like a word web is important for their future studies.
ASSESSMENT: Diagnostic
Asking the students the questions from the beginning of my lesson plan:
a. What is sound? A form of energy. 1
b. Can sound travel through space? No. 1
c. What can sound travel through? Mediums: solids, liquids, and gases.1
ASSESSMENT: Formative
Asking the students vocabulary from the text 1 and 2
Asking students questions about the pictures from the text 1 and 2
Asking students if they understand the word web periodically 3
ASSESSMENT: Summative
Giving the students the assessment at the end. All questions on this assessment
align with objectives one and two.
MATERIALS
White board
Expo marker
Sound and Vibration article by kids discover
http://www.kidsdiscover.com/spotlight/sound-and-vibration/
formative assessment
pencil
notebook paper
EXTENDED ACTIVITIES
If Student Finishes Early: If a student finishes early, have them look over their test to
double check their answers.
If Lesson Finishes Early: Review for their test that they have tomorrow with Mrs.
Duncan. Mrs. Duncan also has an assignment for them to do as soon as they finish
the lesson.
If Technology Fails: I do not need technology for my actual lesson.
POST-TEACHING
Reflections
Planning: If this was my own classroom, I would have planned a little differently.
Obviously I do not know these students very well, because the schedule at Poca
Middle changes every day. One day it is classes A, B, C. Then the next day it is B, A,
C. The next day C, A, B and so on. I do not observe just one class, but I observe
three different classes and the same time every three days. I do not know the
students all that well, so planning for a group of students you do not know very well
is difficult. I chose this group of students (C block) because I do know these students
the best though. I wish I would have planned the word web differently for the
student who is going blind. It took her a long time to flip back and forth between the
board and her own paper with her Visiobook for the word web. I wish I would have
planned to give her a copy of the same word web that the students and I were doing
together because she did complain that I was going too fast. Other than that
mistake on my part, I think that I did a very good job at planning for this lesson. The

students were engaged in my lesson! They were asking questions and writing down
the word web that we were going over. They also answered the informal formative
questions I had for them. For this to not be my own classroom, I think I did fine with
planning for this lesson, but will keep in mind about the Visiobook problem for my
next lesson if I do another lesson with reading. The lesson went very smoothly,
much more smoothly than my first three lessons I taught in 316! I do wish I would
know the students more before I started teaching to the students.
Student Response: The students did not volunteer to read like Mrs. Duncan and I
thought they would. After the fact, Mrs. Duncan said that I probably have not earned
their trust yet to read in front of me, which I completely understand and do not take
to heart. I was extremely excited that I did have a couple volunteers, and the
volunteers I did have wanted to keep reading, which is great! I am glad that I had
planned to read to the students instead and ask for volunteers. One thing that stood
out to me was the questions I was being asked. Students were really thinking about
sound waves and how they actually work. They all thought that it is amazing that it
is just vibration, and without those vibrations we would not hear anything. The
students also answered all of my questions that I had for them! They did a very
good job at this. They also did a great job analyzing the article. I also asked them to
help me pick out the most important parts of each paragraph, and the students
knew that bold words are important. They were also able to pick out key words that
werent bold, but were equally important to each paragraph. The students stayed
engaged the whole time! They were a tad confused that I was teaching them, and
whether they should ask Mrs. Duncan or myself if they had a question, which again,
I did not take to heart. I am sure it is confusing for them to have someone else in
the classroom.
Data Based Decision Making

How Each Question was Answered on Sound Summative Assessment.

Number of Students

18
16
14
12
10
8
6
4
2
0

Correct
Incorrect
Partial Credit

Question Number

On question 1 multiple choice, only two students out of eighteen got this
question right, 11%. This question was: what part of the ear transforms vibrations
into electrical signals that go to the brain? I did go over this question as we read the
article, but I did not go over it well enough for the students to understand that the

eardrum is what transforms vibrations into electrical signals. On Monday when I

teach my second (first) lesson, I will make sure to go over that the eardrum is what
transforms the vibrations for our brains to understand sound. Because so many
students missed this question, I am throwing this question out, and giving the 2
students who got the answer right bonus points. This is important to know
according to the standard: identify the characteristics of sound waves and describe
how sound is perceived by the ear, but I will take the blame for this and I didnt
teach this as thoroughly as I should have.
I am going to also throw out question number 2 and give bonus points to those
who got this question correct. I dont think that it is necessary for these students to
know what ultrasound is right now, and over half the class missed this question. The
test will now be out of 15 points instead of 17. I should have gone over this question
more, and I think I messed up when I was teaching and said that it was too loud for
humans to hear when in reality it is too high pitched for humans to hear, so it is my
fault that there were so many wrong answers.
88.8% of students correctly answered question number 3. Only two students, 11
%, missed question number 3 which was: what are movements back and forth? The
majority of the students got this answer right, so this is something I will reinforce in
my lesson on Monday so that the two students who got it wrong can better
understand vibrations. This is essential to know to understand sound waves.
Only two students or 11% of students missed question number 4: what are traveling
vibrations called? This is called sound waves. This is something I will reinforce,
because this is something important to know when studying sound waves. One of
the students who got this wrong had the right answer circled but then circled
vibrations and the other student circled pitch. I could use extra practice on making
assessments.
5 students or 27.8 percent of students missed question number 5: what are the
microscopic sound receptors that are found inside of the cochlea that can be ruined
by loud noises? The answer to this is hair cells. I did go over this when we were
reading, but it is something I will reinforce during my lesson on Monday. I think it is
important for the students to know the answer to this question since the standard
for the state of WV wants the students to know how sound is perceived by the ear.
Again, it may also be that I need more practice writing assessments too.
Overall the students did well on all three true false questions. This is something I
will go over again and the students will see again on Monday. On the first T/F only 3
students missed the first question, 4 students missed the second, and 1 student
missed the third.
For my first short answer question, I asked What is a medium? I thought that
the students would answer solid, liquid or gas like we went over during my lesson,
but the students gave examples instead or said something that has matter. If the
students gave examples I gave them partial credit and if the students said
something that has matter I gave them full credit. Technically these students got
the answer right, but I was looking for solid, liquid or gas, which are all things that
have matter. The students did get the idea of this, and that is more important to
me.
I am going to throw out my second short answer question How are waves
reflected? because students said bouncing of each other, bouncing off other
molecules, bouncing off flat surfaces, or left it blank. I was looking for echoes
because that is how waves are reflected, and we went over this in the article we
read, but I also made this a multiple choice answer to so that the students could see

it and use their test to answer other questions. They may not know how to do this
yet. Since no one got this answer 100% correct, I am going to throw it out and
revisit it on Monday during the lab.
On my last short answer, almost all students got this right! I know that the
students know that sound is vibration and energy. The student who got partial credit
for this question said that sound is noise we can hear and the other student left it
blank. The student who got partial credit got that credit because she isnt wrong,
but I was looking for vibrations or energy. This is also something that will be covered
again during my lab on Monday.
I was disappointed on the matching vocabulary words part of my assessment. I
thought that the students would do much better on this. I am going to leave these
words as is since these are important vocabulary to know for sound waves, but if it
was my own classroom, I would go back over these and retest the students on
vocabulary. I would also have a more extensive lesson on vocabulary. Mrs. Duncan
has her own words that she is using, but she did not tell me which words these
were. I should have asked her when making my lesson plan. This is something I
would change. It is hard to align EVERYTHING with your cooperating teacher though.
The students will get whatever they earned out of 14 points instead of out of 17
points since I took away 3 questions and I am making the correct answers bonus
points.
Student
Sex
Grade
Percentage Letter
Info I know
Number
Grade
about
Student
1
F
13.5/14
96%
A
Hispanic
2
M
7/14
50%
F
Reading IEP
3
F
5/14
36%
F
Does not do
well in
school
4
M
9/14
64%
F
Soy Allergy
5
F
10/14
71%
D
Reading IEP
6
F
14.5/14
103.5%
A
From Ohio
7
F
8.5/14
61%
F
N/A
8
M
9.5/14
68%
F
Rough home
life
9
F
14.5/14
103.5%
A
N/A
10
F
11.5/14
82%
C
N/A
11
F
11/14
79%
C
N/A
12
F
12/14
86%
B
Misses a lot
of school
13
M
13.5/14
96%
A
N/A
14
F
15.5/14
110.7%
A
N/A
15
F
13.5/14
96%
A
N/A
16
F
7/14
50%
F
Reading IEP
17
M
8/14
57%
F
Reading IEP
18
F
12/14
86%
B
Losing
Vision; will
be blind one
day
This chart helped me to see the letter grades, the students who made those

letter grades and the percentages on their assessments. If I knew more about my
students, I could fill in that part of the chart with more detail and that could maybe
help me see why these students got the grades they did. My reading IEPs received
Fs or Ds. If this were my own classroom I would either give this test to the students
individually (in a perfect world with all the time needed and two of me) so that I
could read them the test slowly or I would orally give the students the assessment. I
think that they know the information, but maybe the reading stumped them. Also,
they could be bad test takers. During the test, I did read the questions to the
students.

Frequency of Letter Grade

8
7
6
5
Number of Students

Number of students

4
3
2
1
0

Letter Grade

From this chart, you can see that the most frequent letter grade was an F, but
the second most frequent letter grade was an A. 38.8 % of the class failed this
assessment with an F. 5.6% of the class failed this assessment with a D. 11.1%
received a C. 11.1% received a B, and 27.8% received an A.
From this information, I can see that I need to reteach my the content of this lesson
since 38.8% received an F