McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Elizabeth Rohr Date: 2/6/18

Title of Lesson: Sound and Pitch Cooperating Teacher: Amber Nachman

Core Components
Subject, Content Area, or Topic
The subject of this lesson is identifying compression waves, wavelength, frequency, and
amplitude. As well as understand pitch and what changes pitch.
Student Population
26 5th Grade Students
Learning Objectives
The students will be able to identify a compression wave and what this type of wave looks
like. The student will know what wavelength, frequency, and amplitude are. The students
will be able to explain what frequency and pitch are. The student will be able to explain that
the frequency of a compression wave determines pitch. The student will be able to explain
that the length of a tube filled with air can make a higher or lower pitch. The student will be
able to explain that common everyday objects can create different pitches.
Virginia Essential Knowledge and Skills (SOL)
SCL 5.4.3 Explain the relationship between the frequency of a vibrating object and pitch.
- Sound vibration is regular, quick movement back and forth (or up and down)
around a point of equilibrium.
- The frequency of the compression wave determines pitch.
- An air column will vibrate with a wavelength dependent on the length of the tube;
the longer the tube the lower the pitch.
- Common objects, including vibrating strings, rubber bands, beakers of water, and
tubes, can create differently pitched sounds.
VDOE Technology Standards
SCL 5.4.3
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Mystery Science (MS), MS worksheet and materials, string, Quizziz, laptops

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%

Time
Process Components
(min.)
5 *Anticipatory Set
Watch waves video on ScienceTech Book for review from yesterday:
https://app.discoveryeducation.com/learn/videos/85eb8693-96ff-486d-a0e9-
dae46669d283?hasLocalHost=false
Slinky Experiment: Stretch a slinky across the classroom to illustrate compression
waves.
2 *State the Objectives (grade-level terms)
I can explain what pitch is.
I can explain what a wavelength is.
I can explain what a compression wave looks like.
30 *Instructional Input or Procedure
Mystery Science Lesson on Sound: https://mysteryscience.com/waves/mystery-
3/sound-vibrations-waves/52?r=20609760#slide-id-0
We will go over the Mystery Science Video together. The mystery science video
includes guided practice, independent practice, as well as an experiment. While
completing the activities, students will be placed in their science groups to
complete as a group.
N/A *Modeling (will be completed with instructional input or procedure)
Modeling will be completed with the Mystery Science Video. There are activities
within the video that will require me to model.
15 *Check for Understanding
As a whole class, we will make an anchor chart that will be posted on the Smart
Board. The anchor chart will include wavelength, crest and trough compressions
and rarefactions, as well as what a compression wave looks like. e will review the
anchor charts to talk about compression waves, high frequency, low frequency,
wavelength, and amplitude.
15 *Guided Practice (will be completed with independent practice)
Mystery Science activity: Making sound waves. Students will take turns making
high and low pitched sound waves with a rope.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 15 *Independent Practice (will be completed with guided practice)
Mystery Science activity: Making sound waves. Students will take turns making
high and low pitched sound waves with a rope.
N/A Assessment
Homework: Quizzizz – Mystery Science Review:
https://quizizz.com/admin/quiz/start_new/5a76691955503200243e92ea
2 *Closure
I will tell the students to put away all of their materials and science notes, move
back to their seats quietly and we will transition into the next part of the day.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning
style).
Differentiation will take place in groups. There are 7 science groups in total and students
have been paired with high level students, middle level students, and low level students.
When they are in their groups the high level students will be able to assist the low level
students.
Classroom Management Issues (optional)
Classroom management while they are in groups is sometimes challenging. I use call and
responses when they get too loud and they get 3 warnings for being too loud before be
stop and move back to whole group. If students are not listening or participating, points will
be taken from them. Flex seating is always allowed during lessons and students who
should not be sitting together will be moved.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015