Professional Documents
Culture Documents
Teacher Candidate:
Lauren Chiarchiaro
Cooperating Teacher:
Group Size:
Dr. Varano
Class
Subject or Topic:
Date: 2/15/16
Coop. Initials
Grade Level
Section
205
STANDARD: 3.2.4.B5 Demonstrate how vibrating objects make sound and sound
can make things vibrate.
I. Performance Objectives (Learning Outcomes):
A. The third grade students will categorize sounds they hear throughout the
school by walking around and identifying them as loud or soft.
B. The third grade students will identify the process of sound production by
completing a vocabulary note sheet and by participating in a group
experiment.
II. Instructional Materials
A. Access to hallway, library, lunch room, and classroom
B. 20 pencils
C. 20 pieces of white paper
D. Chalk and chalkboard
E. SmartBoard or projector
F. Link: https://jr.brainpop.com/science/energy/sound/
G. 20 copies of note sheet (attached)
H. 20 copies of hypothesis/result graphic organizer (attached)
I. 16 glasses (same size and shape)
J. 8 metal spoons
K. Water
L. 4 different food colors (Red, Blue, Green, Orange)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students need a basic understanding of sound
2. Students need to be familiar with working in groups
4. After the video is over, the teacher will define and explain (in this
order) Use Chalkboard
a. Sound- Sound is the energy that helps us hear. It is a type of
energy, like light and heat, and is made by vibrations.
b. Vibrations- When something vibrates, it moves back and forth
quickly. Once the vibrations reach your ear, your brain
interprets the sound.
c. Volume- Volume is how loud or soft a sound is. So the fire
alarm is loud in volume while a whisper is very soft in
volume.
d. Pitch- Pitch is tricky. Pitch is how high or low a sound is, but
thats different then loud and soft. You can make a loud sound
and have it be low in pitch. You can use your voice to represent
pitch. If I make my voice deep (lower voice) and talk really
loud at the same time, the pitch of my voice is low. If I make
my voice squeaky (raise voice) and whisper, the pitch of my
voice is high.
e. Movement of Sound- The movement of sound through your
ear is very intricate. You have three parts to the ear, outer,
middle, and inner. We will go into more detail this week about
all the part of your ear.
5. Next, the teacher will introduce the activity for the day by putting
students into 5 groups of 4.
6. Each group will have 4 same size/shape glasses filled with different
levels of water (each colored differently for visual learners) and two
metal spoons.
a. Cup with water Red
b. Cup with water Blue
c. Cup with water Green
d. Cup filled Orange
7. Teacher will hand out cause/effect graphic organizer to each student
8. The teacher will say, Now that we know what pitch is (high or low
sound), which glass makes the highest pitch, the lowest pitch, and
why the pitch changes using the materials at your table. Use your
hypothesis/result organizer to chart your educated guess (hypothesis)
and what the pitch of the glass is (result). Use the colored arrows so
you know where to record your observations.
9. The teacher will observe the students for 10 minutes to see how they
are representing pitch with the materials provided.
10. Once time is up, teacher will lead a group discussion:
a. What happens when you tap the glass with the spoon?
1. Depending on how much water is in the glass, the
pitch changes.
b. Why the glasses made different sound?
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
3. Did the students enjoy the lesson and seem focused or were they
bored/uninterested in the material?
Name:
Date:
Hypothesis
Result
4. Why does the pitch change when you tap each glass?
Name:
Date:
1. What is sound?
a. Something you can hear
b. Type of energy
c. Made by vibrations
d. All of the above
2. What are vibrations?
3. Volume: Circle the loud sounds and make a Box around the soft
sounds
Car horn
Siren
School Bell
Ticking Watch
Whisper
Mouse
4. What is pitch?