Teacher Education Lesson Plan Template

Teacher: Hannah Miller Date: 01/31/2019

Title of Lesson: Sound in Our Lives Cooperating Teacher: Mrs. Anne James

Core Components
Subject, Content Area, or Topic
Science
Student Population
5th Grade
Class 1: 21 students, 9 boys, 12 girls – 1 SPED (hard of hearing)
Class 2: 24 students, 13 boys, 11 girls – 10 gifted
Learning Objectives
SCI 5.4.4 Describe the examples of uses and applications of sound waves

Virginia Essential Knowledge and Skills

5.2 The student will investigate and understand how sound is created and transmitted, and how it is
used. Key concepts include a) compression waves; b) vibration, compression, wavelength,
frequency, amplitude; c) the ability of different media (solids, liquids, and gases) to transmit sound;
and d) uses and applications of sound waves.

Materials/Resources
Science Notebooks
Pencils
Promethean Board
Ladybug Projector
ActiveExpression
Pitch Youtube video
Notecards labeled with different animals
String instruments

Safety (if applicable)

Students must walk at all times in the classroom
Chairs should be pushed in when students are moving around the classroom
Only the owners of the string instruments should be touching them

Time
(min.) Process Components
5 min *Anticipatory Set
Science Daily Trivia: Using their Active Expressions, the students will answer the
question, “which animal can hear the highest pitch? Frog, dog, human, or porpoise?”
TTW display a bar graph of the results
TSW discuss in their groups what they chose and why they chose it
TTW show students pictures of a porpoise and a dolphin
TTW have students close their eyes and put their hands up. TTW then play the pitch
video. Students keep their hands up until they can no longer hear the sound.
TTW then have students compare the highest pitch they could hear to what animals can
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
 hear.

1 min *State the Objectives (grade-level terms)

I can describe examples of how sound waves are used

10 *Instructional Input or Procedure

min TTW write notes in the science notebook projected on the board
TSW copy the notes into their science notebooks
 Animals use sound to communicate
 Musical instruments produce sound:
Type of Instrument What Vibrates
Woodwind Reed
Brass Air
Percussion Surface
Strings Strings

5 min *Modeling
TTW have strings students come to the front of the room with their instruments. The
students will then be asked to make the lowest note they can on their instrument.
TSW show that the lowest note is made using the longest, thickest string
TSW also show that the larger instrument is able to produce a lower note
TTW then ask the strings students to play the highest note they can on their instrument
TSW show that the highest note is produce by the shortest, thinnest string
TTW then have the strings students look and the board and play a note that matches the
sound wave that the teacher is drawing. They should play a low note for a long
wavelength and a high note for a short wavelength
3 min *Check for Understanding
TTW check for understanding by monitoring activities, checking notes, and asking
questions throughout the lesson
TTW also answer some “bonus” questions the students may have about sound during the
lesson
10 *Guided Practice
min TTW discuss with student what each activity represents
TTW explain the four types of instruments and have the students give examples for each
type
TTW have students discuss with their groups any other applications sound can have in
our daily lives

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
5 min *Independent Practice
Animal Communication Activity:
 TTW give each student a notecard with the name of 1 of 4 animals on it
 TTW instruct the students to stand up and push their chairs in
 TTW tell the students that they have to find the other students in their group, but
they cannot use word to do so
 TSW then flip over their notecard and make the animal noise on it
 TSW use their noise to find the other students in their group
TTW explain that just like the students just did, animals use sound to communicate
5 min Assessment
TTW formatively assess the students by asking questions throughout the lesson
TSW complete a sound crossword puzzle using a study guide for homework
TTW assess the students on the four sound objectives using a summative assessment on
Tuesday
5 min *Closure
TTW review what we learned about today
Morning Class: put away science materials and take out math materials
Afternoon Class: put away science materials and pack up to go home
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Accommodation for HOH student in morning class: use her interactive notebook to project
on the board so she can watch the translator and the board. She then gets a clear set of
notes and was able to “hear” the lesson as well. Having her hum also allows her to feel her
vocal chords vibrate even if she cannot hear the sound.
Afternoon class – gifted
Learning Style: this lesson appeals to visual learners as they can see the instruments and
how the different string thicknesses affect pitch
It appeals to auditory/musical learners as they are able to associate the lesson with the
music they heard during it
It appeals to kinesthetic learners as they get to move around the classroom in association
with sounds and communication
Classroom Management Issues (optional)
Students reminded to raise their hands when asking or answering questions
Students can be given checks if they are not following the classroom rules
TTW countdown from 3 to regain student attention

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

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