Lesson Plan Template

Candidate Name: Jenell Tanksley

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
Light and Sound
LESSON NAME
Sound
Grade
4th

Time Needed (Hours/Days)

45 minutes
Subject
Science

Course

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

S4P2.a. Investigate how sound is produced.
S4P2.b. Recognize the conditions that cause pitch to vary.

ENDURING UNDERSTANDING:

I can explain how sound is produced.

I can identify the conditions that cause pitch to vary.

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?

How is sound produced?

Why do conditions cause pitch to vary?

TEACHER LESSON PREPARATION

Identify Topic -Collect information you want your students to collect during
the lesson (jot down key words related to the content). Look at key words
you have identified and group them into categories. These categories will
help you recognize the chucks in the lecture.
Design the Visual Organizer helps illustrate how the information fits
together to form a cohesive picture.
Develop Review Questions stopping points at which you will use questions
to review materials and engage all students.
Design the Hook attract student attention, focuses thinking, and open
memory banks closely associated with the new topic.
ACTIVATING STRATEGY
Contains one of these in a well-developed, clearly explained format: related pre-assessment,
motivating introductory activity (hook or mini-lesson), opportunity for students to link content
to prior knowledge and interests, an advanced organizer, and/or clearly stated learning
expectations using related focusing and guiding questions

Ask students:
What do we know about sound? What do we know about producing sound?
What do we know about pitch? How do we produce sound? What is pitch? How
can we cause pitch to vary?
Ask students to
Place their finger on their throat and whisper. What do you feel? Have
students turn and talk about their discovery to a partner.
Now, place you finger on your throat again, but this time talk with you
regular voice. What do you feel? Do you notice anything different? Have
students turn and talk to their partner about their discovery.
Finally, have students place their finger on their throat, but this time
scream. What do you feel? Do you notice anything different? Have
students turn and talk to their partner about their discovery.
Now, lets use our graphic organizer to collect information regarding sound

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively
Read the Vibrations article (Display article on interactive board)

Read the Section on Sound Waves (5 minutes)

o Fill in graphic organizer for Sound Waves
o Ask a Mastery Question: Think for a minute about what youve just
read about sound waves. In what three ways do sound waves differ?
o Ask an Understanding Question: Compare and Contrast: What are
the similarities and differences between Wavelength, Aptitude and
Frequency?
o Ask a Self Expressive Question: Create a song, poem, story or
picture describing sound waves.

Read the Section on The Speed of Sound (5 minutes)

o Fill in graphic organizer for Speed of Sound
o Ask a Mastery Question: Think for a minute about what youve just
read about the speed of sound. In your own words, restate what
youve read about the speed of sound.
o Ask an Understanding Question: Support with evidence: Find
information in your organizer that proves or disproves this
statement: The sound moves at the same rate of speed at all times.
o Ask an Interpersonal Question: In your own words, explain how
sound change when it goes through different objects.

Synthesis: Complete graphic organizer with the characteristics of sound

waves and the speed of sound.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment
of student learning, and any assessment tools or questions used are included
Formative assessment: Students will be shown different sound waves.
Students will distinguish the differences between Wavelength, Aptitude and
Frequency.

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions, enrichment,
tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.

The Vibrations article is leveled according to students reading levels

(See bottom of the page).
Extension After reflecting the on current lesson (how sounds travel),
students will move on discover the difference between transverse and
longitudinal waves.

Materials/Links/Text References/Resources - Thorough

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The Strategic Teacher (pp.
21-34). Alexandria, VA: Association for Supervision and Curriculum
Development.
Materials
o Sound Graphic Organizer
o Vibrations Reading Passage
o Science Notebooks to record discussion questions