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Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)

Teacher(s)
Name Laura Alevy
Grade Level
(s) 8th Grade

Content Area Physical Science

Time line Four periods (50 min each)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks?)

During this lesson, students use four virtual Labs of waves to describe patterns of waves in terms of
amplitude and wavelength and to learn that waves cause objects to move. Students will be expected to
understand the concepts of the waves. Students will become engaged in the lesson after they use the
virtual labs by creating a discussion sheet and practicing for the quiz which will give them the
opportunity to display their knowledge. Students will also be expected to use these practices to
demonstrate their understanding of the core ideas.

S8P4. Obtain, evaluate, and communicate information to support the claim that electromagnetic
(light) waves behave differently than mechanical (sound) waves.

1. Ask questions to develop explanations about the similarities and differences between
electromagnetic and mechanical waves.
2. Construct an explanation using data to illustrate the relationship between the electromagnetic
spectrum and energy.
3. Design a device to illustrate practical applications of the electromagnetic spectrum
4. Develop and use a model to compare and contrast how light and sound waves are reflected,
refracted, absorbed, diffracted or transmitted through various materials.
5. Analyze and interpret data to predict patterns in the relationship between density of media and
wave behavior (i.e., speed).
6. Develop and use a model (simulations, graphs, illustrations) to predict and describe the
relationships between wave properties (frequency, amplitude, and wavelength) and energy.

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Content Standards:
CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that: Similar scientific investigations seldom produce exactly the same results,

CS8. Students will understand important features of the process of scientific inquiry. Students will
apply the following to inquiry learning practices: Students will investigate many different forms,
including observing what things are like or what is happening somewhere, and doing experiments.
Clear and active communication is an essential part of doing science.

SC9. Students will understand the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices: Investigations are conducted for
different reasons, which include exploring new phenomena, confirming previous results, testing how
well a theory predicts, and comparing different theories. Students use technology and mathematics to
enhance the process of scientific inquiry.
NETS*S Standards:
1-Empowered Learner:
c. Students use technology to increase their power to observe things and to measure and compare
things accurately.
2- Knowledge Constructor:
Students critically create a variety of resources using digital tools to build knowledge, produce
creative artifacts and make meaningful learning experiences.
10d. Students establish context and explore life experiences related to subject area content. Students
discuss in both writing and speaking how certain words are subject area related. Students determine
strategies for finding content and contextual meaning for unknown.
3- Creative Communicator:
Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.
b Students create original works or responsibly repurpose or remix digital resources into new
creations.
d Students present content that customizes the message and medium for their intended audiences.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Days 1 and 2
Students will take a pre-test at the begin of the lesson. Then, the culmination of this lesson pushes
students to higher order thinking about waves. Students will have a discussion and agreement about
waves are everywhere and we encounter waves on a daily basis. Like sound waves, visible light
waves, radio waves, microwaves, water waves, stadium waves, earthquake waves, waves on a string,
and slinky waves and are just a few of the examples of our daily encounters with waves. Then,
students will watch two movies about the nature of the waves to encourage the engagement about
waves. Then the students have to answer question about the movie. Then the students will post their
finding on the Zoho.com.
Day 3

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After that, the students will be assigned groups to work with throughout this exploration. Each group
will explore a Virtual Labs and record notes in their waves journal. Students will explore in their
groups using tablets. They will be able to work independently with this exploration using tablets and
password. From their work, they will work in groups to create a chart of amplitude, wavelength, and
frequency. The following are the labs: Lab 1-Lab 2-Lab 3- Lab 4
Days 4
The teacher will follow each group to guide the students. At the end of the class, the students should
make a preservation using the power point about waves.

Essential Questions (What essential question or learning are you addressing? What would students care
or want to know about the topic? What are some questions to get students thinking about the topic or
generate interest about the topic? What questions can you ask students to help them focus on important
aspects of the topic? What background or prior knowledge will you expect students to bring to this topic
and build on?)

What is a wave?
What causes waves? How are wavelengths detected by the human eye?
What are the properties of waves?
What common characteristics do all waves have?
How are sound waves affected by medium?

Guiding questions: How does energy move? What is having work done on it in a wave? What are
the two types of the wave? In which wave do the particles vibrate in the same direction as the wave?
In which wave do the particles vibrate perpendicularly to the direction of the wave? How is the
motion of the particle like the motion of a mass on a spring?

Essential Vocabulary:
Wave, Medium, Amplitude, Wavelength, crest, trough, transverse

Assessment (What will students do or produce to illustrate their learning? What can students do to
generate new knowledge? How will you assess how students are progressing (formative assessment)?
How will you assess what they produce or do? How will you differentiate products?) You must attach
copies of your assessment and/or rubrics. Include these in your presentation as well.

Assessment is a very important part of teaching because it utilizes prior knowledge. In this lesson,
both types of assessment will be used to help the teacher understand the students’ knowledge. The
formative discussion will take place immediately in the classroom throughout the discussions, Google
doc, and observations, which will in turn show the students’ knowledge of understanding of the
certain concepts. Students will bind their activity together to form an “Activity Sheets” (see below)
on waves using Zoho.com and then their work will be assessed.
At the end of the lesson, the students will have to practice for the quiz by using the
Quizlet.com/lalevy . Finally, the summative assessment for this lesson is the Power Point Project that

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will be posted in the Zoho.com blog for the information to be shared. Students should then provide
feedback for their fellow classmates.

Resources (How does technology support student learning? What digital tools, and resources—online
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.—help
elucidate or explain the content or allow students to interact with the content? What previous technology
skills should students have to complete this project?)

Students will be using many types of technology tools to support their learning. They should have
basic knowledge on how to use them.

Students have been taught how to use the websites. Students will use YouTube Videos which will
help them understand the properties of the waves.

Students will express comprehension using Zoho Doc. Students will use the wiki to show the steps
for each Lab section and share the vocabulary and sources about the learning session. Students should
have access to use the Quizlet website. Weebly is the website where the students have to submit their
Lab findings and share and reflect on one another’s thoughts. Students will publish final products
representing real-world connections using technology tools such as the PowerPoint. Students can log
in to the weebly.com to share the information about the other lab stations. They can also log in to wiki
to watch the movies again, check the vocabulary, or practice for the tests.

Technology Resources:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesact.shtml
BrainPop
http://glencoe.mheducation.com/sites/dl/free/007877846x/161383/00053404.html
Students will watch the Bill Nye video
https://www.youtube.com/watch?v=k1EQtkCI0WI
Virtual Lab #1 - What is a Wave?
https://phet.colorado.edu/sims/normal-modes/normal-modes_en.html
Virtual Lab #2 - Plunger.
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E05/E05.html
Virtual Lab #3 - Wave on a String
https://phet.colorado.edu/en/simulation/wave-on-a-string
Virtual Lab #4 - Sound Waves
https://kids.kiddle.co/Wave_(physics)
Learn-Flashcards-Write-Spell-Test-Match

https://quizlet.com/289923910/science-8th-grade-waves-flash-cards/

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation
for this lesson? How can you find out if students have this foundation? What difficulties might students
have?)

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At the beginning of the class, students should have a complete understanding of the websites. They
need to know how to use Wiki to get the instructions for the Lab session, Zoho Doc to discuss their
ideas with other groups, to post the Blog, and PowerPoint to create the final product. Students can
face difficulties with the organization of their PowerPoints so by providing them with a sample,
students will have the chance to reference back to it. Students could also face difficulties in the
discussion section because some of the students do not like to explain and write so by encouraging
participation this hindrance can be avoided.

Management Describe the classroom management strategies will you use to manage your students and
the use of digital tools and resources. How and where will your students work? (small groups, whole
group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the
Internet while completing this lesson? Describe what technical issues might arise during the Internet
lesson and explain how you will resolve or troubleshoot them?

Students will work in small groups in the classroom. Students will use the laptops that are offered in
the classroom. Students will have access to the Wiki page to get the directions for the lab
assignments, access to PowerPoint and access to the Zoho.com for posts. The teacher will be a guide
to the students if the students need help.
The groups will be heterogenous to offer additional support.

Students already know expectations for group work with tablets:

-Never leave a laptop un-attended -Only go to the apps for the assignment. -Respect others and use
quiet voices to hear the videos. -Students have difficulty loading the documents. Students should
wait and take turns.

Instructional Strategies and Learning Activities – (What student needs, interests, and prior learning
provide a foundation for this lesson? How can you find out if students have this foundation? What
difficulties might students have?)

The students will work on their lab station in groups. They must work cooperatively with a chosen
recorder and a chosen leader. They have to discuss the result between each other and label them on
the Lab sheet. Students will alternate these positions throughout each station. Students should apply
the finding and write it on Zoho Doc for discussion. The teacher has to guide and observe the students
by asking them questions during the lab stations to find out about their understanding. The students
who need help or have difficulty understanding the concept should be given more chances to
communicate and collaborate with other students in order to clear the misconception. Students are
required to create a PowerPoint about waves. Sample of powerpoint

Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)

Differentiated instruction is needed with any lesson in order to support all ranges of students in class.
This lesson itself is differentiate in many different areas for there is a variety of teaching styles that
will help also the English Language Learner students understand the concepts such as discussion,
switching the virtual lab stations, inquiry lesson, using technology, and making projects. The different

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learning styles this lesson will support are visual by watching the YouTube and videos, auditory by
using the discussion and learning from each other, and kinesthetic where the students have to
understand the concept at the lab station because the experiments and activities will help students
learn the concept through analyzing the properties of waves.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will
students be asked to provide feedback on the assignment itself? What will be your process for answering
the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?

Usually, during the end of each period, the students discuss their work. Some students’ reflection was
informal. It seems that some students need more time to watch the videos and practice the lab
activity. Others were very satisfied and liked to have more lab activities to practice. They were also
very excited to present their activity to the rest of the class.

The students were enjoying the lab while watching the YouTube video of Bill Nye and working on
the virtual Lab activity. Posting their finding on the Zoho doc shows their understanding of the
concepts.

In general, the lesson went well and the majority of the students looked interested during their group
work. What attracted me is that few students seemed as though they did not like to share and discuss
with other students in their group. I tried to ask them questions during the activity to encourage them
to participate in the activity.

Next time, I will discuss with my colleague Ms. Osborne, who’s teaching the same class, to see what
goes well in her class and what we can adjust in our teaching plans. I would also have to give more
time for my students to enjoy practicing during the virtual lab because this section of the lesson needs
more time as does the creation of a power point.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience
with implementing this lesson. What advice would you give others if they were to implement the lesson?

Overall, the lesson was awesome. What I found out was that students like to work with technology
and they are very comfortable dealing with the technology too. They enjoyed the virtual lab activities
and the class showed a good engagement in the lesson. Technology encourage my students to learn,
search for information and have fun. Posting discussions on Zoho doc, creating a PowerPoint, and
working on Quizlet, all helped me evaluate the lesson through my students’ work.
Guiding my students was very helpful because I could recognize each student’s understanding.
The class needs more attention during the lab section. I tried to give each student in the groups a turn
to explain at least one question from each lab. Working on the presentation was the part where you
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can see students depend on others. So, assigning the groups was very important because every student
has to know what to do and do their part. Overall, the lesson with the lab technology caught the
interest of my students. I will implement more technology tools in my lesson plans and I encourage
other teachers to use technology in their classes too.

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