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5E Lesson Plan

Teacher: Teresa Kelley


Date: February 2016
Subject / grade level: 8th grade Science
Materials: UVB sensor (Vernier), sunscreen test kit, concave and convex lens, diffraction glasses, computer
access, different brands of sunglasses
NGSS Essential Standards and Clarifying Objectives
MS-PS4-1.
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a
wave is related to the energy in a wave.
MS-PS4-2.
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various
materials.
Disciplinary Core Ideas
PS4.A: Wave Properties
wavelength, frequency, and amplitude. (MS-PS4-1)
(MS-PS4-2)
PS4.B: Electromagnetic Radiation
transmitted through the object, depending on the objects
material and the frequency (color) of the light. (MS-PS4-2)
except at surfaces between different transparent materials
(e.g., air and water, air and glass) where the light path bends.
(MS-PS4-2)
and the frequency-dependent bending of light at a surface
between media. (MS-PS4-2)
a matter wave, like sound or water waves. (MS-PS4-2)

Essential Question: What are the characteristic properties of waves and how can they be used?
Learning Targets:
1

5E Lesson Plan
I can provide evidence that different types of waves interact with various types of matter differently.
Learning Targets:
I can create a model that represents how the energy of a wave is related to its amplitude.
I can provide evidence of the relationship between pitch, frequency, and wavelength.
I can provide evidence that demonstrates that waves are absorbed, reflected, and transmitted in the world.
I can provide examples of ways that waves are used in the real world.

Differentiation strategies to meet diverse learner needs:


Guided questions to facilitate note taking. Use of models to visualize learning of abstract concepts. Three
different leveled assessments.

ENGAGEMENT

Essential Question: How can sound cause an object to break?


A glass has a natural resonance, a frequency at which it will vibrate easily. To find the resonance of
the glass, ping the glass with your finger or tuning fork and listen to the sound. In order to induce
vibrations in the glass, one can replicate the natural frequency of the glass using sound waves.
Sound waves (like all waves) have energy. When the sound waves hit the glass, the energy of the
sound waves is transmitted to the glass, thus causing the molecules in the glass to vibrate.
However, the frequency alone is not the only factor amplitude (volume) is also important. The
louder the sound (i.e. the greater the amplitude of the sound waves), the larger the vibrations of the
glass will be. When the amplitude of the sound waves causes the glass to vibrate so much that the
glass exceeds its elastic limit, the glass will shatter. The elastic limit is exceeded when the vibrations
cause the bonds between molecules to break apart.

The big idea that underlies this phenomenon is the relationship between waves and energy. Waves
have energy and can travel through different media. When the wave encounters an object, the
energy of the wave can be transferred to the object. Students need to understand that phenomena
often have unobservable underlying causes. In this example, students need to understand that the
sound waves emitted by the person or the device can travel through air and have energy. If
students can understand that waves travel through a medium and that waves have energy, and
that energy can be transferred from the wave to an object, students could explain why, for
example, hitting a tuning fork and then placing the tuning fork near water causes water to splash.

Thinking Map- as a class begin a thinking map that goes on a page in their IAN. The map will be
titled Waves and will be added to as the class progresses. At the bottom put a Summary of
Understanding question: Tell me what you know (2-4 sentences) about the behavior and
characteristics of waves.
TWIG Video Echolocation: Dolphins
TWIG Video How do cell phones work
Can it Reflect Light check for prior knowledge
Apple in the Dark check prior knowledge

EXPLORATION

Complete the Sound Study Jam http://studyjams.scholastic.com/studyjams/jams/science/energy-

5E Lesson Plan

light-sound/sound.htm
Complete the Light Study Jam http://studyjams.scholastic.com/studyjams/jams/science/energylight-sound/light.htm
Complete the Light Absorption, Reflection and Refraction Study Jam
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light-absorb-reflectrefract.htm
Take notes in your IAN using one of the note taking graphic organizers after viewing video clips.
Watch the videos (4 Characteristics of a Wave, Bill Nye and Tour of the EMS)
Create a picture frame or Be the Thing activity (page 5 IAN) that demonstrates knowledge about
waves (light and sound) and the EMS.
Label the electromagnetic spectrum diagram
Compare and contrast transverse and compressional waves

EXPLANATION

Light Properties Lab Stations


Graphing Characteristic Properties of Wave
One pager What are the characteristic properties of waves and how can they be used?
Shape vocabulary see examples Vocabulary word list; wave, crest, trough, amplitude, absorption,
reflection, refraction, interference, diffraction, transverse wave, compressional wave.
Evaluating Sunscreens lab activity
Are All Sunglasses Created Equal
.

ELABORATION
.

Students create a public service announcement about UVA and UVB waves and the dangers
associated with those waves.

EVALUATION

Students will complete the leveled assessment they feel that they are prepared for either online or
on paper.