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TCNJ Lesson Plan

Introduction to Sound
Student Name: Kayla Taylor Grade Level: 1st Grade Date of Lesson: November 2, 2018

Guiding and/or Essential Questions:

What is sound? How does sound travel? When do sound waves occur?

Pre-lesson Assignments and/or Student Prior Knowledge

Students have been light. They are familiar with characteristics of light and how light travels.
Yesterday, students learned the scientific method. They practiced writing a hypothesis.

Standards (Next Generation Science Standards):

1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make
sound and that sound can makes materials vibrate.

1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the
problem of communicating over a distance.

Learning Objectives Assessment

Students will describe sound and Teacher will use the worksheet to assess student’s
how it travels using data from the observations. Teacher will look for understanding that
experiment. observations can come from more than one sense and that
they are strictly what happens, not opinions.
Teacher will also assess and make notes about student
participation in closing discussion for ability to draw
conclusions from the data.

For Teacher: Marker and chart paper, chalk and blackboard
For Students: Worksheet (each student), one cup phone (per pair), pencil

Plan for set-up/distribution/cleanup of materials:

Teacher will prepare materials before pulling students to the activity. Worksheet will be copied
prior to the start of the lesson. Pencils are at their desks. Students will clean up by returning their
pencils to the cups on their desks. One student will collect the worksheets (if all students finish,
if not they will put them inside their classwork folder).

Step by Step plan:

1. Lesson Beginning:
1. I will review the scientific method, specifically the following vocabulary words:
Experiment, Observations, Hypothesis, Data, and Conclusion. I will reveal the
definitions on the chart paper as we go over them.
2. I will ask students to brainstorm about sound. I will record their ideas on another
chart paper. After the brainstorm, students will go back to their seats.
2. Body:
1. Students will be given the worksheets to follow along while we read the
directions. I will provide more information as I read the directions on the
worksheet. With your partner, explore sound using the cup phone.
1. “Use the cup phones to explore what sounds is and how it travels through
the air. Think about what characteristics sound can have, like light can be
bright or dull.”
2. Students will work with their partners to experiment with the cup phones and
record their observations. During this time, I will provide extra support to students
and help students who struggle in reading/writing complete the worksheet. I will
also ensure that all students figure out to hold the string tight, so that they all hear
each other’s voice at least once.
3. Closing:
1. When the experiment time is over, I will ask all students to return to the carpet
and set the cup phones on the teacher table at the back of the classroom. As a
class, we will share what we observed during our experiments. I will record their
data/observations on the same chart paper we used for the brainstorm. To end, I
will tell the students that we will explore sound more next week and ask them to
share any questions they still have about sound. I will record these questions on
the chart paper, so we can come back to them next week.

Key Questions (that you will ask):

What is the scientific method? Why is the scientific method used/What is it used for?
What is (a hypothesis, data, a conclusion, observations, an experiment)?
What is sound? What are you observing? What is your hypothesis?
What did you find out in your experiment? Why do you think you observed …?
What conclusions can we make from this experiment?
What questions do you still have about sound?

Students are familiar with sitting on the carpet for whole-group activities and know where to sit.
I will go over the directions for the worksheet after each student has one, so they can follow
along. Students have pre-assigned partners and know who their partner is. I will dismiss the
students from the carpet one at a time, as I hand them a worksheet.

Timing (approximate):
Opening: 5-10 minutes
Experiment: 25-30 minutes
Closing: 5 minutes

Students are used to moving between whole group and small group settings.

For lower level readers/writers: They will not be penalized for misspellings. They will be asked
to sound the words out the best they can when labeling and writing their sentences. I will provide
extra support as needed.
For advanced students: They are partnered with a lower level student, so they will be challenged
to help their peers. I will also challenge them by asking more “Why” questions.