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LaKesha Curtain Shady Lane Elementary School Science: 3rd Grade - Physics of Sound Lesson #1 Instructional Model: Backward Design

Lesson Title: Dropping In

Content

__Established Goals__ **:** C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations

__Understandings__**:** Objects can be identifiable when dropped Sound requires a source and a receiver The identifiable properties of sound can convey information

__Essential Questions__**:** What is sound? What are the properties of sound that make them identifiable

__Knowledge and Skill Objectives__**:** __Students will know__ Vocabulary words associated with sound: vibration, sound transfer, medium, volume, pitch, property, sound discrimination __Students will be able to:__ Compare sounds to develop sound discrimination Observe, communicate and organize

Materials/Resources/Technology: 2 sets of drop objects (FOR EACH GROUP) 1 Plastic chip 1 Aluminum-foil ball 1 Craft stick 1 Cardboard piece 1 Washer 1 Clothespin 1 Paper cup Product

__Assessment of Student Outcomes____:__ 1. Assessment Chart for investigation #1 – As students play the drop challenge game, stop by each group to see that students are making careful observation and comparisons, and can discriminate between the sounds. 2. Word Bank and Content Inquiry Sheets being handed in with science folders. __Process__

*Students will explore their ability to discriminate sounds. They listen to sounds made by objects dropped into a drop chamber and attempt to identify each object from its sound.

“Think about the video we saw yesterday as an introduction to sound. I want you to pair up with a partner or your group to discuss what you learned. Then in 5 minutes we will share as a class. *After 5 minutes, the class will share. The teacher will include the following points: Sound is a form of energy. Atoms, or particles need to be in the air to produce sound. Vibration causes sound to happen. Vibration happens when particles touch. How fast or slow a vibration is determines how high or low the sound is. We hear sound by way of sound waves. Sound waves travel from the center of the medium or the object that is producing the sound to our ears.

Today we are going to practice identifying different sounds. The skill of being able to identify sound is called sound discrimination . Investigation 1 – Dropping In – will take 30-40min. 1. Introduce sound as a property **define property: [a characteristic of something]** **Wrap Up** ** Start a Word bank and Content Inquiry Chart Ask the students to suggest words for the word bank, be sure to include discrimination and properties. The content inquiry chart will list concept statements that will summarize the knowledge acquired in the activities.
 * Objects have many properties, one of which is the sound they make when they strike a surface. **
 * 2. Demonstrate the drop chamber – give directions for investigation 1 **
 * 3. Establish the all quiet symbol – Use a rhythmic clap to signal students to be silent and listen for instructions. **
 * Distribute the drop objects **
 * 1. Take the drop challenge – After students are familiar with the sounds made by the objects Allow up to 5 minutes for the game. **
 * RULES: a. One team selects an object and drops it into the drop chamber **
 * b. The second team identifies the object by its sound. They then find the item in their set and respond by dropping it into the chamber. **
 * c. The teams should say whether the objects made the same sound. They lift **
 * the chamber, compare and retrieve objects. **
 * d. The teams will take turns dropping the objects. **

Lakesha Curtain Shady Lane Elementary School Grade Level: 3 Subject: Science Date: March 15, 2011 Instructional Model Lesson Title: Dropping In
 * Post Lesson Analysis Reflection **

1. **As I reflect on the lesson,** I think about how important it is for the students to be interested and engaged

in the activity. Science can be quite boring at times, but having an experiment for the students to engage in that demonstrates what they are learning help capture the students attention. As a result, all students learn what is intended for them to learn. 2. ** My instructional goals were met ** for this lesson because at the end of the lesson the students were able to discuss the purpose of the investigation as well as connect what they learned today with what they had learned the day before.

3. **If I had the opportunity to teach this lesson again, I would** be more clear with directions and be sure the student know what I expect of them.

** Range of abilities of student work from this lesson: ** 3 out of 5 groups understood right away what they were supposed to do. 2 out of the 5 groups needed more explanation and redirecting. At the end of the lesson, the students talked about what they observed from the experiment and what it meant. About 97% of the class had no difficulty sharing what they observed.