WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Rachael Sherman-White

Date: March 11, 2016
School: Anne Bailey Elementary
Grade/Subject: 4th grade/Science
Unit Topic
Lesson Topic: The Sounds of Science
Lesson 1, Lesson 2, or Lesson 3, Lesson 4
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will identify that sound is a form of energy caused by vibrations.
2. Students will recognize that faster vibrations produce a higher pitch, and
slower vibrations generate a lower pitch.
3. Students will identify and relate to vocabulary words: (sound, vibration, pitch,
volume, and music) to solidify understanding.
WV CSOS
S.4.GS.2: make observations to provide evidence that energy can be transferred
from place to place by sound, light, heat, and electric currents.
S.4.GS.4: apply scientific ideas to design, test, and refine a device that converts
energy from one form to another.
NATIONAL STANDARDS

4BPS2.4 Sound is produced by vibrating objects. The pitch of the

sound can be varied by changing the rate of vibration.
MANAGEMENT FRAMEWORK
Overall Time: 40 minutes
Time Frame: 5 minutes Provide background knowledge.
4 minutes to show Sounds of Science Spangler Science TV on
YouTube.
8 minutes describing activity.
18 minutes of students working on instruments and providing
feedback on worksheet.
5 minutes of answering questions and wrap up.
5 minutes of exam time.
STRATEGIES: Group work, hands on learning, short lecture-demonstration,
manipulate a model
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Low functioning special needs students will participate in a group; auditory, visual
and kinesthetic learners will be engaged by listening to instruction, and by
observing what to do in the experiment and finally by conducting the experiment
for themselves. All learners will benefit by creating a vocabulary card. Advanced
learners can create a melody of their own or work on the computer.
PROCEDURES: Introduction/ Lesson Set Question: Does anyone know what
causes sound? Provide probes (hum, sing a short tune) or enhance student
answers as they respond. Tell the students hum, and let them feel their vocal
chords moving back and forth. Explain that the vibrations produced in their neck
are what produce sound.
PROCEDURES: Body & Transitions *Open video and play, Sounds of Science
Spangler Science TV on YouTube.
* Pass out vocabulary worksheets and construction paper. Instruct the students to
get out scissors and glue to create a vocabulary card.
* Discuss video by completing the vocabulary card as a class.
* Say sound is a form of energy caused by vibrations. P. 218
* Have the students cut out the underlined vocabulary words and have them glue
them down in the terms section.
* Explain and say that sound needs a medium to travel through; however, sound is
mainly heard travelling through the air. P. 218
* Pitch is the measure of how high or low a sound is and is determined by the rate
of vibrations. P.218
(The faster the vibration, the higher the pitch)
* Music is the art and science of combining vocal or instrumental sounds to produce
melody, harmony or rhythm.
* Volume is the measure of how loud or soft something is and it is measured in
decibels.
*Medium- mode by which sound travels. Sound travels fastest through solids, slower
through liquids and slowest through gases.
* Wind instruments produce sound when they are blown, causing the air inside the
instrument to vibrate. P. 218
* Conduct an experiment using recorders and experiment worksheet.
PROCEDURES:
Closure: Sound is a form of energy caused by vibrations. Vibrations are a
movement of air back and forth in a wave that causes sound. Pitch is a measure of
how high or low a not is measured by hertz (Hz.) Volume measures how loud or soft
sound is in decibels. Music is the art and science of combining vocal or
instrumental sounds to produce melody, harmony or rhythm.
ASSESSMENT: Diagnostic: Teacher will ask, Does anyone know what causes
sound? Based off of answers provided by students, I will fill in their knowledge
gaps to bring them along in the lesson.
ASSESSMENT: Formative: The students will create a trifold with vocabulary words,
definitions and pictures. Students will use their recorder instruments to show how
pitch can vary and how volume is demonstrated. Students will also remove the
head of the recorder and blow into it to show that the size of an instrument plays a
role in its pitch. I will be asking questions along the way to make sure the students

are staying on track and gaining knowledge.

ASSESSMENT: Summative: Students will complete a summative test to display
the knowledge acquired during the lesson.
MATERIALS: Construction Paper, pens, pencils, markers, crayons, scissors,
Smartboard, glue, typing paper.
EXTENDED ACTIVITIES
If Student Finishes Early: Student may get on computer and look up additional
interesting facts about sound, music and vibrations. (Medicine-through ultra sound
or music)
If Lesson Finishes Early: I will play Good Vibrations by the Beach Boys as a way to
celebrate learning about vibrations to produce sound.
If Technology Fails: I will bring my recorder to play a quick tune representative of a
woodwind instrument.
I will play high and low pitched notes to demonstrate the speed of vibration as it
relates to the pitch.
POST-TEACHING
Reflections
Data Based Decision Making

Name _____________________________ Date_____________

/50

1. Sound is a form of energy caused by_______________.

A. the radio
B. vibrations
C. heat
D. straws
2. The faster the vibration the higher the ________________.
A. instrument B. rhythm
C. pitch
D. medium
3. Volume is the measure of how _____________ or ______________something
is.
A. tall or short
B. thick or thin
C. soft or loud
D. hot or cold
4. ___________ is the art and science of combining vocal or instrumental
sounds to produce melody, harmony or rhythm.
A. Vibration
B. Medium
C. Pitch
D. Music
5. Volume is measured in _____________________.
A. decibels
B. watts
C. inches D. feet
6. Sound passes fastest through ___________________.
A. liquids
B. solids
C. gases
D. straws
7. Smaller instruments produce a ________ pitch sound.
A. Low
B. Medium
C. High
D. loud
8. What happened when we took the recorder apart and blew into the
head of the instrument?
________________________________________________________________________
________________________________________________________________________
_________________.
9. Describe the difference between pitch and volume?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
10.
What happened when we closed the air way at the bottom of the
recorder?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

Vocabulary
Sound

-form of energy caused by vibrations.

Vibration -a movement of air back and forth in a wave that causes

sound.
Pitch

-a measure of how high or low a note is noted in hertz.

(The faster the vibration, the higher the pitch. The slower the
vibration the lower the pitch.)

Volume -measures how loud or soft sound is in decibels.

Music -the art and science of combining vocal or instrumental sounds
to produce melody, harmony or rhythm.

Experiment
Play a G note on the
recorder

Place your palm over

the bottom of the
recorder.

Play gently.

Play the recorder.

What happened? Was

the pitch high or low?

What happened?