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4/15/2016
Grade ______4__________
I. Objectives
How does this lesson connect to the unit plan?
Students will learn about sound as a form of energy
cognitiveR U Ap An E C*
physical
development
socioemotional
An
Ap
An
Common Core standards (or GLCEs if not available in Common Core) addressed:
PS3 A: Definitions of energy
The faster a given object is moving the more energy it possesses (4-PS3-1)
Energy can be moved from place to place by moving objects or through sound, light, or electric currents (4-PS3-2), (4
PS3-3)
PS3 B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be
transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically
also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
PS3 D: Energy in Chemical Processes and Everyday Life
The expression produce energy typically refers to the conversion of stored energy into a desired form for practical
use. (4-PS3-4)
Ps3 C: Relationship Between Energy and Forces
When objects collide, contact forces transfer energy so as to change the objects motions. PS3-3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students will talk about where they think sound comes from
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): Students will participate in whole class discovery and discussion when experimenting
with sound and salt.
Formative (as learning): Students will discover and compare results on how to make a sound
Summative (of learning):
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Rubber bands
Boxes that students can put the rubber bands around (food containers work ok too)
Plastic rulers (wood rulers dont vibrate as well)
Speaker or phone to play a song
Salt
Saran Wrap
Students will be working individually or in groups.
Place materials in baskets or bins in the front of the room
Have a center table for the salt demonstration
5-10
min
5 min
(5
min)
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Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
5 min
5.
6.
7.
5 min
Closure
(conclusion,
culmination,
wrap-up)
1.
2.
8.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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